Developing a Measure to Evaluate Perceptions of Team Meetings in Schools

ABSTRACT

School-based teams are a core method for stakeholder collaboration and coordination. Although school teams are responsible for making numerous decisions, a limited number of measures exist to support the evaluation of these meetings, none of which span the full range of hypothesized meeting quality variables (e.g., meeting structure, use of data). In response, an instrument was developed and evaluated for measuring perceptions of team meetings by school-based personnel. After expert content validation and cognitive pretesting took place, 277 respondents completed the 46-item measure in its entirety. Respondents were mostly female (n = 164, 59%) and taught general education (n = 111, 40%). Results from an Exploratory Factor Analysis suggested that, contrary to the hypothesized model, respondents completed the measure in a manner that suggested a three-factor solution consisting of Goals and Data, Facilitator Effectiveness, and Interpersonal Perception. A smaller set of broader constructs may be more appropriate for future instrumentation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Austin H. Johnson

Austin H. Johnson, PhD, BCBA, is an Assistant Professor in the School Psychology program at the University of California, Riverside’s Graduate School of Education. Dr. Johnson’s research interests focus on the identification and implementation of evidence-based behavior assessment and intervention practices in order to support teacher success and equitable, positive student outcomes.

Jennifer J. G. Connolly

Jennifer J. G. Connolly, PhD, BCBA-D, is a senior educational and behavior consultant and school psychologist in the Psychological and Behavioral Consultation department at EASTCONN Regional Education Service Center. Her research interests include team meeting behavior in schools, effective behavioral consultation, and promoting treatment integrity of evidence-based interventions.

Melissa A. Collier-Meek

Melissa A. Collier-Meek, PhD, BCBA, is an Assistant Professor in the school psychology program in the Department of Counseling and School Psychology at University of Massachusetts Boston. Her research interests include the implementation of evidence-based interventions, particularly the assessment of treatment integrity, evaluation of implementation facilitators and barriers, and development of strategies to feasibly promote treatment integrity.

Benjamin L. Cornell

Benjamin L. Cornell, PhD, is a recent graduate from the University of California, Riverside’s School Psychology Program, having completed his training in the spring of 2019. His dissertation investigated the effects of a mindfulness breathing exercise on rates of student academic engagement. Broad research interests include evidence-based interventions, multitiered systems of supports, positive behavioral interventions and supports, and consultation.

Whitney V. Walker

Whitney V. Walker, MA, is a doctoral candidate in school psychology in the Department of Counseling and School Psychology at the University of Massachusetts Boston. Her research interests include social justice for minority students, specifically around disproportionality and equitable practices and treatment within urban educational settings.