Table 3.
URP-NEEDS Descriptive Statistics
| URP-NEEDS Subscales and Items | Years Implementing (Years) | Respondents N = 151 | Significance Testing | ||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 n = 31 |
2–3 n = 30 |
4–6 n = 90 |
|||||||
| M | SD | M | SD | M | SD | M | SD | ||
| Ci3T-URP-Needs overall score | 4.19 | 0.63 | 4.21 | 0.82 | 4.43 | 0.54 | 4.34 | 0.63 |
F(2,148) = 2.42 p = 0.09, R2 =0.03 |
| Understanding subscale | 4.02* | 0.80 | 4.30 | 0.82 | 4.40* | 0.68 | 4.30 | 0.74 |
F(2,148) = 3.17, p = 0.04, R2 =0.04 |
| School personnel understand the procedures for universal behavior screening. | 4.32 | 1.14 | 4.83 | 0.95 | 4.83 | 0.89 | 4.73 | 0.97 | |
| The current universal behavior screening approach offers a good way to identify a child’s behavior problem. | 4.81 | 0.65 | 4.27 | 1.17 | 4.59 | 0.92 | 4.57 | 0.94 | |
| School personnel know how to use universal behavior screening data to document student improvements. | 3.39 | 1.23 | 3.80 | 1.30 | 3.84 | 1.18 | 3.74 | 1.22 | |
| The current universal behavior screening approach is effective for addressing a variety of problems. | 4.23 | 0.99 | 4.13 | 1.36 | 4.42 | 0.87 | 4.32 | 1.01 | |
| School personnel are knowledgeable about the purpose and goals of universal behavior screening. | 3.84 | 1.10 | 4.37 | 0.85 | 4.41 | 0.97 | 4.28 | 1.00 | |
| School personnel are familiar with what can be done to prevent or treat behavioral difficulties in school. | 3.74 | 1.12 | 4.07 | 1.01 | 4.06 | 1.02 | 3.99 | 1.04 | |
| School personnel understand how goals for universal behavior screening fit with a system of student supports. | 3.84 | 1.16 | 4.20 | 1.06 | 4.24 | 1.05 | 4.15 | 1.08 | |
| School personnel understand how to use universal behavior screening data to guide decisions about student supports. | 3.65 | 1.17 | 4.00 | 1.14 | 4.11 | 1.21 | 3.99 | 1.20 | |
| School personnel are confident in their ability to carry out universal behavior screening. | 4.19 | 1.14 | 4.63 | 0.93 | 4.63 | 0.91 | 4.54 | 0.97 | |
| School personnel know how to carry out universal behavior screening. | 4.16 | 1.10 | 4.73 | 1.01 | 4.86 | 0.84 | 4.69 | 0.97 | |
| Willingness to Change subscale | 4.24 | 1.01 | 4.38 | 0.89 | 4.54 | 0.73 | 4.45 | 0.83 |
F(2,148) = 1.56, p = 0.21, R2 = 0.02 |
| School personnel like to use new strategies to help address the behavioral needs of students. | 4.19 | 1.22 | 4.53 | 1.04 | 4.68 | 0.86 | 4.55 | 0.99 | |
| School personnel are willing to use new and different types of behavioral strategies developed by researchers. | 4.39 | 1.05 | 4.47 | 0.94 | 4.60 | 0.88 | 4.53 | 0.93 | |
| School personnel would try a new strategy to address the behavioral needs of students even if it were very different than what they are used to doing. | 4.16 | 1.10 | 4.30 | 0.99 | 4.44 | 1.03 | 4.36 | 1.04 | |
| School personnel are willing to change how they operate to meet the behavioral needs of students. | 4.23 | 1.12 | 4.23 | 0.94 | 4.42 | 0.86 | 4.34 | 0.93 | |
| Feasibility subscale | 4.60 | 0.47 | 4.82 | 0.87 | 4.91 | 0.55 | 4.82 | 0.62 |
F(2,148) = 2.97, p = 0.05, R2 = 0.04 |
| The total time required for staff to carry out universal behavior screening is manageable for school personnel. | 4.74 | 0.63 | 4.87 | 1.04 | 5.18 | 0.77 | 5.03 | 0.82 | |
| The amount of time required of school personnel for record keeping related to universal behavior screening is reasonable. | 4.39 | 0.67 | 4.57 | 1.10 | 4.54 | 0.86 | 4.52 | 0.88 | |
| The preparation of materials needed for universal behavior screening is reasonable for school personnel. | 4.58 | 0.72 | 4.97 | 0.81 | 4.98 | 0.67 | 4.89 | 0.72 | |
| The materials needed for universal behavior screening are reasonable for school personnel. | 4.68 | 0.65 | 4.87 | 0.94 | 4.92 | 0.67 | 4.86 | 0.73 | |
| Family–School Collaboration subscale | 3.95 | 1.20 | 3.84 | 1.36 | 4.12 | 1.20 | 4.03 | 1.23 |
F(2,148) = 0.66, p = 0.52, R2 = 0.01 |
| Regular home–school communication is needed in order to execute universal behavior screening. | 3.87 | 1.26 | 3.93 | 1.39 | 4.24 | 1.36 | 4.11 | 1.35 | |
| A positive home–school relationship is needed to carry out universal behavior screening. | 4.19 | 1.38 | 4.10 | 1.49 | 4.26 | 1.33 | 4.21 | 1.36 | |
| Parental collaboration is needed in order to implement universal behavior screening. | 3.77 | 1.31 | 3.50 | 1.48 | 3.87 | 1.35 | 3.77 | 1.37 | |
| Consultative and Community (External) Supports subscale | 4.17 | 1.04 | 3.70 | 1.29 | 4.18 | 1.10 | 4.08 | 1.14 |
F(2,148) = 2.15, p = 0.1206, R2 = 0.03 |
| A positive relationship with community agencies is important to carry out universal behavior screening. | 4.13 | 1.38 | 3.93 | 1.53 | 4.21 | 1.36 | 4.14 | 1.40 | |
| Ongoing assistance from external consultants is necessary to successfully use universal behavior screening approach. | 4.23 | 1.23 | 3.57 | 1.45 | 4.22 | 1.33 | 4.09 | 1.35 | |
| School personnel need consultative support in order to carry out universal behavior screening. | 4.16 | 1.24 | 3.60 | 1.45 | 4.10 | 1.25 | 4.01 | 1.30 | |
* denotes statistically significant differences in multiple comparisons