All Together Now: Measuring Staff Cohesion in Special Education Classrooms

Hilary E. Kratz, Jill Locke, Zinnia Piotrowski, Rachel R. Ouellette, Ming Xie, Aubyn Stahmer, David S. Mandell

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.

Original languageEnglish (US)
Pages (from-to)329-338
Number of pages10
JournalJournal of Psychoeducational Assessment
Volume33
Issue number4
DOIs
StatePublished - Jan 1 2015

Fingerprint

Special Education
group cohesion
special education
staff
classroom
Autistic Disorder
assistant
teacher
Surveys and Questionnaires
autism

Keywords

  • autism
  • classroom cohesion
  • classroom team
  • teacher-staff relationship

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

Cite this

Kratz, H. E., Locke, J., Piotrowski, Z., Ouellette, R. R., Xie, M., Stahmer, A., & Mandell, D. S. (2015). All Together Now: Measuring Staff Cohesion in Special Education Classrooms. Journal of Psychoeducational Assessment, 33(4), 329-338. https://doi.org/10.1177/0734282914554853

All Together Now : Measuring Staff Cohesion in Special Education Classrooms. / Kratz, Hilary E.; Locke, Jill; Piotrowski, Zinnia; Ouellette, Rachel R.; Xie, Ming; Stahmer, Aubyn; Mandell, David S.

In: Journal of Psychoeducational Assessment, Vol. 33, No. 4, 01.01.2015, p. 329-338.

Research output: Contribution to journalArticle

Kratz, HE, Locke, J, Piotrowski, Z, Ouellette, RR, Xie, M, Stahmer, A & Mandell, DS 2015, 'All Together Now: Measuring Staff Cohesion in Special Education Classrooms', Journal of Psychoeducational Assessment, vol. 33, no. 4, pp. 329-338. https://doi.org/10.1177/0734282914554853
Kratz, Hilary E. ; Locke, Jill ; Piotrowski, Zinnia ; Ouellette, Rachel R. ; Xie, Ming ; Stahmer, Aubyn ; Mandell, David S. / All Together Now : Measuring Staff Cohesion in Special Education Classrooms. In: Journal of Psychoeducational Assessment. 2015 ; Vol. 33, No. 4. pp. 329-338.
@article{75297e2449234be58a747cb064ca5af2,
title = "All Together Now: Measuring Staff Cohesion in Special Education Classrooms",
abstract = "This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.",
keywords = "autism, classroom cohesion, classroom team, teacher-staff relationship",
author = "Kratz, {Hilary E.} and Jill Locke and Zinnia Piotrowski and Ouellette, {Rachel R.} and Ming Xie and Aubyn Stahmer and Mandell, {David S.}",
year = "2015",
month = "1",
day = "1",
doi = "10.1177/0734282914554853",
language = "English (US)",
volume = "33",
pages = "329--338",
journal = "Journal of Psychoeducational Assessment",
issn = "0734-2829",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - All Together Now

T2 - Measuring Staff Cohesion in Special Education Classrooms

AU - Kratz, Hilary E.

AU - Locke, Jill

AU - Piotrowski, Zinnia

AU - Ouellette, Rachel R.

AU - Xie, Ming

AU - Stahmer, Aubyn

AU - Mandell, David S.

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.

AB - This study sought to validate a new measure, the Classroom Cohesion Survey (CCS), designed to examine the relationship between teachers and classroom assistants in autism support classrooms. Teachers, classroom assistants, and external observers showed good inter-rater agreement on the CCS and good internal consistency for all scales. Simple factor structures were found for both teacher- and classroom assistant–rated scales, with one-factor solutions for both scales. Paired t tests revealed that on average, classroom assistants rated classroom cohesion stronger than teachers. The CCS may be an effective tool for measuring cohesion between classroom staff and may have an important impact on various clinical and implementation outcomes in school settings.

KW - autism

KW - classroom cohesion

KW - classroom team

KW - teacher-staff relationship

UR - http://www.scopus.com/inward/record.url?scp=84930394363&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84930394363&partnerID=8YFLogxK

U2 - 10.1177/0734282914554853

DO - 10.1177/0734282914554853

M3 - Article

AN - SCOPUS:84930394363

VL - 33

SP - 329

EP - 338

JO - Journal of Psychoeducational Assessment

JF - Journal of Psychoeducational Assessment

SN - 0734-2829

IS - 4

ER -