Table 2.
Corrected Item-Total Correlations, Means (Standard Deviations), and Range of Ratings for the TIQ-FSS and TIQ-CARE
| Item | Item-Total Correlation | Mean (SD) | Range of Ratings |
|---|---|---|---|
| TIQ-FSS | |||
| 1. Teacher was willing to modify homework expectation | .51 | 3.38 (0.71) | 1 – 4 |
| 2. Teacher was cooperative in making arrangements for school meetings | .67 | 3.77 (0.52) | 2 – 4 |
| 3. Teacher was interested in working with parent and clinician | .86 | 3.55 (0.72) | 1 – 4 |
| 4. Teacher was supportive of family involvement in program | .67 | 3.79 (0.51) | 2 – 4 |
| 5. Teacher provided enough time during meetings | .58 | 3.67 (0.67) | 1 – 4 |
| 6. Teacher was engaged in discussion about child during meetings | .28 | 3.81 (0.45) | 2 – 4 |
| 7. Teacher, parent, and clinician worked collaboratively to identify target behaviors | .47 | 3.81 (0.40) | 3 – 4 |
| 8. Teacher actively participated in development of school-home note | .69 | 3.75 (0.49) | 2 – 4 |
| 9. Teacher showed interest in child’s progress | .67 | 3.77 (0.52) | 2 – 4 |
| 10. Teacher recognized the family’s efforts to support the child’s progress | .64 | 3.55 (0.65) | 2 – 4 |
| 11. Teacher welcomed contact with family outside of school meetings | .58 | 3.48 (0.72) | 1 – 4 |
| 12. Teacher followed the use of a daily school-home note | .14 | 3.38 (0.79) | 1 – 4 |
| 13. The teacher-parent-clinician team jointly evaluated intervention implementation | .61 | 3.72 (0.50) | 2 – 4 |
| TIQ-CARE | |||
| 1. Teacher was cooperative in making arrangements for school meetings | .79 | 3.54 (0.86) | 1 – 4 |
| 2. Teacher was interested in working with parent and clinician | .87 | 3.30 (0.89) | 1 – 4 |
| 3. Teacher was supportive of family involvement in program | .85 | 3.54 (0.91) | 1 – 4 |
| 4. Teacher provided enough time during meetings | .76 | 3.56 (0.84) | 1 – 4 |
| 5. Teacher was engaged in discussion about child during meetings | .68 | 3.70 (0.65) | 1 – 4 |
| 6. Teacher showed interest in child’s progress | .84 | 3.36 (0.83) | 1 – 4 |
| 7. Teacher recognized the family’s efforts to support the child’s progress | .81 | 3.20 (1.01) | 1 – 4 |
| 8. Teacher welcomed contact with family outside of school meetings | .83 | 3.26 (0.97) | 1 – 4 |
Note: TIQ refers to the Teacher Investment Questionnaire. FSS refers to the Family-School Success Program, and CARE refers to the Coping with ADHD through Relationships and Education program. Item wording was shortened for brevity.