Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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用于支持学生的行为需求（URP-NEEDS）的使用量等级配置文件的因式不变性。

先前的研究表明，除了可接受性以外，还有多个因素（例如，可行性，外部支持）可能会相互作用，以确定消费者在实践中是否会使用干预措施或评估方法。开发了用于支持学生行为需求的使用情况等级概况（URP-NEEDS），以便同时评估那些影响使用特定方法识别和支持学生的社会，情感和行为需求的因素。由于该度量旨在供一系列基于学校的利益相关者使用，因此第一步必需的步骤是确定该仪器的度量不变性。本研究的参与者包括1,112名地区管理员，431名建筑管理员和1名 355名教师被要求确定在其学区中使用的方法，以识别和支持学生的社会，情感和行为需求，然后参考此确定的方法来完成URP-NEEDS。结果支持了各利益相关方群体中URP-NEEDS的度量不变性。此外，在地区管理者和教师群体中，在社交，情感和行为风险识别的自我识别方法中发现了测量不变性。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。在学区行政人员和教师群体中，在社交，情感和行为风险识别的自我识别方法中发现了测量不变性。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。在学区行政人员和教师群体中，在社交，情感和行为风险识别的自我识别方法中发现了测量不变性。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。