Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.

El objetivo de este estudio fue realizar el análisis psicométrico de la escala Teacher Observation of Classroom Adaptation- Revised (TOCA-R) para su uso en escuelas brasileñas, y evaluar su validez y confiabilidad. Esta escala ha sido utilizada para evaluar el “Programa Elos”, que es la versión bras...

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Autores:: Schneider, Daniela R.
Kaszubowski, Erikson
Garcia, Douglas
Scaff, Luísa
Moraes Cruz, Roberto
Sanchez, Zila M.

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2020

Institución:: Universidad Católica de Colombia

Repositorio:: RIUCaC - Repositorio U. Católica

Idioma:: eng

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network_name_str	RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
dc.title.translated.eng.fl_str_mv	Psychometric properties of a Brazilian adaptation of the teacher observation of classroom adaptation- revised scale for children's behavior.
title	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
spellingShingle	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil. Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised Análisis psicométrico Salud mental infantil Programas de prevención Teacher observation of classroom adaptation-revised Adaptación escolar Validación intercultural
title_short	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
title_full	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
title_fullStr	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
title_full_unstemmed	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
title_sort	Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.
dc.creator.fl_str_mv	Schneider, Daniela R. Kaszubowski, Erikson Garcia, Douglas Scaff, Luísa Moraes Cruz, Roberto Sanchez, Zila M.
dc.contributor.author.spa.fl_str_mv	Schneider, Daniela R. Kaszubowski, Erikson Garcia, Douglas Scaff, Luísa Moraes Cruz, Roberto Sanchez, Zila M.
dc.subject.eng.fl_str_mv	Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised
topic	Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised Análisis psicométrico Salud mental infantil Programas de prevención Teacher observation of classroom adaptation-revised Adaptación escolar Validación intercultural
dc.subject.spa.fl_str_mv	Análisis psicométrico Salud mental infantil Programas de prevención Teacher observation of classroom adaptation-revised Adaptación escolar Validación intercultural
description	El objetivo de este estudio fue realizar el análisis psicométrico de la escala Teacher Observation of Classroom Adaptation- Revised (TOCA-R) para su uso en escuelas brasileñas, y evaluar su validez y confiabilidad. Esta escala ha sido utilizada para evaluar el “Programa Elos”, que es la versión brasileña culturalmente adaptada del programa norteamericano “Good Behavior Game”. El instrumento fue adaptado por los investigadores en 2014 y está compuesto por 33 ítems con una escala de respuesta ordinal de tres puntos. En este estudio, se utilizó un diseño longitudinal cuasi-experimental de grupo único con los niños de 6 a 10 años, evaluados por sus maestros antes (n = 1448) y después (n = 673) de la implementación del Programa Elos en 2014. Se incluyeron cuatro ciudades brasileñas, 19 escuelas, 68 cursos y sus respectivos maestros, y los procedimientos analíticos fueron el análisis factorial exploratorio, el análisis factorial confirmatorio, el análisis de invariancia longitudinal y el análisis de confiabilidad por coeficientes de precisión. Los resultados del análisis factorial exploratorio mostraron un ajuste aceptable de cinco factores con 25 ítems, con una varianza total explicada del 60 % y un error residual medio de 0.02; el análisis factorial confirmatorio mostró un ajuste satisfactorio del modelo (χ2 = 961, df = 265, RMSEA = .078, IC 95 % = .07-.08, y CFI = 0.9); y se identificó la invariancia configuracional, métrica y escalar de la estructura latente, la cual, junto con la amplitud de variación de los coeficientes de precisión entre las dimensiones del instrumento (α = .78, .92; ω = .76, .92), da cuenta de evidencias de validez y confiabilidad que permiten utilizar la escala en la evaluación del Programa Elos en las escuelas brasileñas.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2020-01-20 14:18:07 2023-01-23T15:44:03Z
dc.date.available.none.fl_str_mv	2020-01-20 14:18:07 2023-01-23T15:44:03Z
dc.date.issued.none.fl_str_mv	2020-01-20
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.content.eng.fl_str_mv	Text
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dc.type.local.eng.fl_str_mv	Journal article
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dc.identifier.doi.none.fl_str_mv	10.14718/ACP.2020.23.1.15
dc.identifier.eissn.none.fl_str_mv	1909-9711
dc.identifier.issn.none.fl_str_mv	0123-9155
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/10983/28510
dc.identifier.url.none.fl_str_mv	https://doi.org/10.14718/ACP.2020.23.1.15
identifier_str_mv	10.14718/ACP.2020.23.1.15 1909-9711 0123-9155
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dc.language.iso.eng.fl_str_mv	eng
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dc.relation.citationedition.spa.fl_str_mv	Núm. 1 , Año 2020 : ACTA COLOMBIANA DE PSICOLOGÏA
dc.relation.citationendpage.none.fl_str_mv	345
dc.relation.citationissue.spa.fl_str_mv	1
dc.relation.citationstartpage.none.fl_str_mv	320
dc.relation.citationvolume.spa.fl_str_mv	23
dc.relation.ispartofjournal.spa.fl_str_mv	Acta Colombiana de Psicología
dc.relation.references.eng.fl_str_mv	American Institutes for Research [AIR]. (2010). TOCA-R and other scales as used in the Good Behavior Game Professional Development Models Trial. Washington, D.C.: AIR. Bayer, J., Hiscock, H., Scalzo, K., Mathers, M., McDonald, M., Morris, A., & Wake, M. (2009). Systematic review of preventive interventions for children’s mental health: what would work in Australian contexts? Australian New Zealand Journal of Psychiatry, 43(8), 695-710. doi: https://doi.org/10.1080/00048670903001893 Borsa, J., Damásio, B., & Bandeira, D. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: algumas considerações. Paidéia, 22(53), 423-432. doi: http://dx.doi.org/10.1590/1982-43272253201314 Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. doi: http://dx.doi.org/10.1207/S15328007SEM0902_5 Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders: The Fast Track Program. Development and Psychopathology, 4,(4) 509-527. doi: http://dx.doi.org/10.1017/S0954579400004855 Coster, W. J., & Mancini, M. C. (2015). Recomendações para a tradução e adaptação transcultural de instrumentos para a pesquisa e a prática em Terapia Ocupacional. Revista de Terapia Ocupacional da Universidade de São Paulo, 26(1), 50-57. doi: http://dx.doi.org/10.11606/issn.2238-6149.v26i1p50-57 Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41 (3-4), 165-407. doi: http://doi.org/10.1007/s10464-008-9165-0 Embry, D. D. (2002). The Good Behavior Game: A best prac- tice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273-297. doi: https://doi.org/10.1023/A:1020977107086 Flay, B. R., Biglan, A., Boruch, R., Castro, F. G., Gottfredson, D.,… Ji, P. (2005). Standards of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151-175. doi: http://doi.org/10.1007/s11121-005-5553-y Ford, C. B., Keegan, N., Poduska, J. M., Kellam, S. G., & Litman. J. (2013). Good Behavior Game Implementation Manual. Washington, D. C.: American Institute for Research. George, M., Squicciarini, A. M., Zapata, R., Guzmán, M. P., Hartley, M., & Silva, C. (2004). Detección Precoz de Factores de Riesgo de Salud Mental en Escolares. Revista de Psicología de la Universidad de Chile, 13(2), 9-20. doi: https://doi.org/10.5354/0719-0581.2012.17651 Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer L., … Murphy, M. J. (2015). Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile. Child & Adolescent Psychiatry, 54(10), 799-807. doi: http://dx.doi.org/10.1016/j.jaac.2015.07.005 Kaplan, D. (2000). Structural equation modeling: foundations and extensions. Newbury Park, C. A.: Sage. Kellam, S. G., Mackenzie, A. C., Brown, C. H., Poduska, J. M., Wang, W., Petras, H., & Wilcox, H. C. (2011). The Good Behavior Game and the future of prevention and treatment. Addiction Science & Clínical Practice, 6(1), 73-84. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3188824/# Kellam, S. G., Wang, W., Mackenzie, A. C., Brown, C. H., Ompad, D. C., Or, F., & Windham, A. (2014). The impact of the good behavior game, a universal classroom-based pre- ventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood. Prevention Science, 15(1), 6-18. doi: https://doi.org/10.1007/s11121-012-0296-z Koth, C. W., Bradshaw, C. P., & Leaf, P. J. (2009). Teacher Observation of Classroom Adaptation-Checklist: Development and Factor Structure. Measurement and Evaluation in Counseling and Development, 42(1), 15-30. doi: https://doi.org/10.1177/0748175609333560 Kourkounasiou, M., & Skordilis, E. (2014).Validity and reliabi- lity evidence of the TOCA-C in a sample of Greek students. Psychological Reports: Measures & Statistics, 115(3), 766- 783. doi: https://doi.org/10.2466/08.11.PR0.115c31z5 Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, scale, and dose of the world's largest school-based mental health programs. Harvard Review of Psychiatry, 25(5), 218-228. doi: 10.1097/HRP.0000000000000149 Murphy, J. M., Guzmán, J., McCarthy, A. E., Squicciarini, A. M., George, M., … Jellinek, M. S. (2015). Mental health predicts better academic outcomes: a longitudinal study of elementary school students in Chile. Child psychiatry and human development, 46(2), 245-256. doi: http://doi.org/10.1007/s10578-014-0464-4 Nolan, J. D., Houlihan, D., Wanzek, M., & Jenson, W. R. (2014). The Good Behavior Game: A classroom- behavior intervention effective across cultures. School Psychology International, 35(2), 191.205. doi: https://doi.org/10.1177/0143034312471473 Pasquali, L. (2010). Instrumentação psicológica: fundamentos e práticas. Porto Alegre: Artmed. Pedroso, R. T., Abreu S., & Kinoshita, R. T. (2015). Aprendizagens da intersetorialidade entre saúde e educa- ção na prevenção do uso de álcool e outras drogas. Textura, 17(33), 9-24. Recuperado de http://www.periodicos.ulbra.br/index.php/txra/article/view/1339 Pérez, V., Fernández, A. M., Rodríguez, J., & de la Barra, F. (2004). Evaluación del efecto de una intervención conduc- tual en la agresividad escolar. Terapia Psicológica, 23(1), 91-98. Recuperado de https://www.redalyc.org/articulo.oa?id=78523110 Pérez, V., Rodríguez, J., de la Barra, F., & Fernández, A. M. (2005). Efectividad de una estrategia conductual para el manejo de la agresividad en escolares de enseñanza básica. Psykhe, 14(2), 55-62. doi: https://dx.doi.org/10.4067/S0718-22282005000200005 Pianta, R. C., & Steinberg, M. S. (1992). Teacher-child relation- ships and the process of adjusting to school. En R. Pianta C. (ed.), Beyond the parent: The role of other adults in children’s lives. New directions in child development (vol. 57, pp. 61-80). San Francisco: Jossey Bass. Revelle, W. (2018). Psych: Procedures for Personality and Psychological Research. Northwestern University, Evanston. Recuperado de https://cran.r-project.org/web/packages=psych Rosseel, Y. (2012). Lavaan: An R package for structural equa- tion modeling. Journal of Statistical Software, 48(2), 1-36. Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507-514. doi: https://doi.org/10.1007/BF02296192 Schneider D. R., Pereira A. P., Cruz J. I., Strelow M., Chan G.; Kurki A., & Sanchez Z. M. (2016). Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools. Psicologia: Ciência e Profissão, 36(3), 508-519. doi: https://doi.org/10.1590/1982-3703000592016 Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). The Good Behavior Game: 1969-2002. Behavior Modification, 30(2), 225-253. doi: https://doi.org/10.1177/0145445503261165 Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of First-Grade Classroom Environment on Shy Behavior, Aggressive Behavior, and Concentration Problems. American Journal of Community Psychology, 19(4), 585-602. doi: https://doi.org/10.1007/BF00937993
dc.rights.eng.fl_str_mv	Daniela R. Schneider - 2020
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spelling	Schneider, Daniela R.e1d993e9-30ec-4514-a76d-ae313cfb2a38300Kaszubowski, Erikson1db97077-fbb6-47a5-b0c0-aab4c95d6b6d300Garcia, Douglas35d00d5e-1a76-4ce5-a759-e16c02630026300Scaff, Luísa00e5be14-afa9-4bc9-9df9-478b71c23069300Moraes Cruz, Roberto2e8a8f41-4e6f-4fbf-b61f-d96db601635d300Sanchez, Zila M.4950c17a-692b-41c6-98f2-97d63d2bfc7a3002020-01-20 14:18:072023-01-23T15:44:03Z2020-01-20 14:18:072023-01-23T15:44:03Z2020-01-20El objetivo de este estudio fue realizar el análisis psicométrico de la escala Teacher Observation of Classroom Adaptation- Revised (TOCA-R) para su uso en escuelas brasileñas, y evaluar su validez y confiabilidad. Esta escala ha sido utilizada para evaluar el “Programa Elos”, que es la versión brasileña culturalmente adaptada del programa norteamericano “Good Behavior Game”. El instrumento fue adaptado por los investigadores en 2014 y está compuesto por 33 ítems con una escala de respuesta ordinal de tres puntos. En este estudio, se utilizó un diseño longitudinal cuasi-experimental de grupo único con los niños de 6 a 10 años, evaluados por sus maestros antes (n = 1448) y después (n = 673) de la implementación del Programa Elos en 2014. Se incluyeron cuatro ciudades brasileñas, 19 escuelas, 68 cursos y sus respectivos maestros, y los procedimientos analíticos fueron el análisis factorial exploratorio, el análisis factorial confirmatorio, el análisis de invariancia longitudinal y el análisis de confiabilidad por coeficientes de precisión. Los resultados del análisis factorial exploratorio mostraron un ajuste aceptable de cinco factores con 25 ítems, con una varianza total explicada del 60 % y un error residual medio de 0.02; el análisis factorial confirmatorio mostró un ajuste satisfactorio del modelo (χ2 = 961, df = 265, RMSEA = .078, IC 95 % = .07-.08, y CFI = 0.9); y se identificó la invariancia configuracional, métrica y escalar de la estructura latente, la cual, junto con la amplitud de variación de los coeficientes de precisión entre las dimensiones del instrumento (α = .78, .92; ω = .76, .92), da cuenta de evidencias de validez y confiabilidad que permiten utilizar la escala en la evaluación del Programa Elos en las escuelas brasileñas.The aim of this study was to describe the process of psychometric analysis of the Teacher Observation of Classroom Adaptation- Revised Scale (TOCA-R) for its use in Brazilian schools and to evaluate its validity and reliability. To evalu- ate the “Elos Program”, which is the Brazilian culturally adapted version of the North American Program “Good Behavior Game”, the TOCA-R was used. The researchers adapted the instrument in 2014, consisting of 33 items in a three-point ordinal response scale. A longitudinal quasi-experimental design with a single group was used. Participants were children aged 6 to 10 years evaluated by their teachers, before (n = 1448) and after (n = 673) the implementation of the Elos Program in 2014. The study involved initially four schools, 68 classes and their respective teachers. The analytical procedures were exploratory factorial analysis, confirmatory factorial analysis, longitudinal invariance analysis and reliability analysis by precision coefficients. The results of the exploratory factorial analysis showed an acceptable adjustment of five factors with 25 items, with a total explained variance of 60% and mean residual error of 0.02. The confirmatory factorial analysis expressed a satisfactory fit of the model (χ2 = 961, df = 265, RMSEA = .078, 95% IC [.07, .08], and CFI = 0.9). A configu- rational, metric and scalar invariance of latent structure was identified, which, together with the amplitude of variation of the precision coefficients between the instrument dimensions (α = .78, .92; ω = .76, .92), demonstrate evidence of validity and reliability for using the TOCA-R in evaluating the Elos Program in Brazilian schools.application/pdftext/htmlapplication/pdftext/htmltext/xml10.14718/ACP.2020.23.1.151909-97110123-9155https://hdl.handle.net/10983/28510https://doi.org/10.14718/ACP.2020.23.1.15engUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3032https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3142https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3033https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3154https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3127Núm. 1 , Año 2020 : ACTA COLOMBIANA DE PSICOLOGÏA345132023Acta Colombiana de PsicologíaAmerican Institutes for Research [AIR]. (2010). TOCA-R and other scales as used in the Good Behavior Game Professional Development Models Trial. Washington, D.C.: AIR.Bayer, J., Hiscock, H., Scalzo, K., Mathers, M., McDonald, M., Morris, A., & Wake, M. (2009). Systematic review of preventive interventions for children’s mental health: what would work in Australian contexts? Australian New Zealand Journal of Psychiatry, 43(8), 695-710. doi: https://doi.org/10.1080/00048670903001893Borsa, J., Damásio, B., & Bandeira, D. (2012). Adaptação e validação de instrumentos psicológicos entre culturas: algumas considerações. Paidéia, 22(53), 423-432. doi: http://dx.doi.org/10.1590/1982-43272253201314Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255. doi: http://dx.doi.org/10.1207/S15328007SEM0902_5Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorders: The Fast Track Program. Development and Psychopathology, 4,(4) 509-527. doi: http://dx.doi.org/10.1017/S0954579400004855Coster, W. J., & Mancini, M. C. (2015). Recomendações para a tradução e adaptação transcultural de instrumentos para a pesquisa e a prática em Terapia Ocupacional. Revista de Terapia Ocupacional da Universidade de São Paulo, 26(1), 50-57. doi: http://dx.doi.org/10.11606/issn.2238-6149.v26i1p50-57Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41 (3-4), 165-407. doi: http://doi.org/10.1007/s10464-008-9165-0Embry, D. D. (2002). The Good Behavior Game: A best prac- tice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273-297. doi: https://doi.org/10.1023/A:1020977107086Flay, B. R., Biglan, A., Boruch, R., Castro, F. G., Gottfredson, D.,… Ji, P. (2005). Standards of evidence: criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151-175. doi: http://doi.org/10.1007/s11121-005-5553-yFord, C. B., Keegan, N., Poduska, J. M., Kellam, S. G., & Litman. J. (2013). Good Behavior Game Implementation Manual. Washington, D. C.: American Institute for Research.George, M., Squicciarini, A. M., Zapata, R., Guzmán, M. P., Hartley, M., & Silva, C. (2004). Detección Precoz de Factores de Riesgo de Salud Mental en Escolares. Revista de Psicología de la Universidad de Chile, 13(2), 9-20. doi: https://doi.org/10.5354/0719-0581.2012.17651Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer L., … Murphy, M. J. (2015). Evidence for the Effectiveness of a National School-Based Mental Health Program in Chile. Child & Adolescent Psychiatry, 54(10), 799-807. doi: http://dx.doi.org/10.1016/j.jaac.2015.07.005Kaplan, D. (2000). Structural equation modeling: foundations and extensions. Newbury Park, C. A.: Sage.Kellam, S. G., Mackenzie, A. C., Brown, C. H., Poduska, J. M., Wang, W., Petras, H., & Wilcox, H. C. (2011). The Good Behavior Game and the future of prevention and treatment. Addiction Science & Clínical Practice, 6(1), 73-84. Recuperado de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3188824/#Kellam, S. G., Wang, W., Mackenzie, A. C., Brown, C. H., Ompad, D. C., Or, F., & Windham, A. (2014). The impact of the good behavior game, a universal classroom-based pre- ventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood. Prevention Science, 15(1), 6-18. doi: https://doi.org/10.1007/s11121-012-0296-zKoth, C. W., Bradshaw, C. P., & Leaf, P. J. (2009). Teacher Observation of Classroom Adaptation-Checklist: Development and Factor Structure. 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Schneider - 2020info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/3148Psychometric analysisChild mental healthPreventive programsCross-cultural validationTeacher observation of classroom adaptation-revisedAnálisis psicométricoSalud mental infantilProgramas de prevenciónTeacher observation of classroom adaptation-revisedAdaptación escolarValidación interculturalPropiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.Psychometric properties of a Brazilian adaptation of the teacher observation of classroom adaptation- revised scale for children's behavior.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml3576https://repository.ucatolica.edu.co/bitstreams/aec6512d-a9b8-4bed-8cfd-26108a1b8005/download164af297936a9db0f84390e483e21276MD5110983/28510oai:repository.ucatolica.edu.co:10983/285102023-03-24 14:40:49.853https://creativecommons.org/licenses/by-nc-sa/4.0/Daniela R. Schneider - 2020https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil.

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