Reliability coefficients for the five subscales that make up the TKSS are: .86 for the Specialized Behavior Supports and Practices subscale, .87 for the Targeted Intervention Supports and Practices subscale, .86 for the School-wide PBS Practices subscale, .84 for the Individualized Curriculum Supports and Practices subscale, and .82 for the Positive Classroom Supports and Practices subscale (Blum & Cheney, 2009).
Adapting the SCKSS from the TKSS reflected updated terminology and enabled the researchers to use it more effectively with school counselors.
The mastery of the material was measured through TKSS scores, which were conducted by the two trainers during four classroom visitations.
Pearson product correlations were then utilized to determine any significant relationships between TRF change scores and TKSS scores.
Large inverse correlations were found between overall TKSS and TRF Total Problems (r = -.52).
The covariate measured in the ANCOVAs was the TKSS teacher knowledge total score.
As indicated in Table 3, all five teacher domains of the TKSS demonstrated statistically significant interaction effects on student problem behavior at the p < .01 level.
Therefore, our findings underscore the importance of building the capacity of teachers of students with ED in all components of school-wide PBIS, including primary-level interventions (i.e., school-wide expectations and school-wide rewards), and secondary-level interventions (e.g., check-in, checkout system, positive adult attention) as were measured by the TKSS (Hawken & O'Neill).