The purpose of the study was to develop and validate a Spanish language form of the Adjustment Scales for Preschool Intervention (ASPI) for use by early childhood teachers. A multi-step, mixed method adaptation and translation process of the English form was used to increase the cultural relevance, linguistic comparability, and metric equivalence of the measure in its Spanish language form. Exploratory and confirmatory factor analyses in a diverse sample of preschool children from low-income families (N = 4077) revealed two higher order behavioral dimensions of Overactivity and Underactivity. ASPI dimension scores across Spanish and English language forms were horizontally equated through IRT. Criterion-related validity using multilevel models was established through concurrent associations with social, emotional, behavioral, and academic readiness skills. Policy and practice applications, and future directions for the use of scale scores are discussed.

中文翻译：

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制定并初步确认了西班牙形式的学前干预调整量表（ASPI）。

该研究的目的是开发和验证西班牙语形式的学前干预调整量表（ASPI），以供幼儿教师使用。使用英语步骤的多步骤，混合方法改编和翻译过程来提高其西班牙语语言形式的度量的文化相关性，语言可比性和度量对等性。对来自低收入家庭（N = 4077）的学龄前儿童的各种样本中的探索性和确认性因素分析显示，过度活动和活动不足的两个较高阶的行为维度。西班牙语和英语形式的ASPI维度得分通过IRT横向等同。通过与社交，情感，行为，和学术准备能力。讨论了政策和实践应用，以及使用量表分数的未来方向。