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 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... Ver más
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Daniela R. Schneider - 2020
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Propiedades psicométricas de la adaptación de la escala teacher observation of classroom adaptation-revised (toca-r) para evaluar el comportamiento infantil en Brasil. Análisis psicométrico Artículo de revista Núm. 1 , Año 2020 :ACTA COLOMBIANA DE PSICOLOGÏA 1 23 Validación intercultural Adaptación escolar Teacher observation of classroom adaptation-revised Acta Colombiana de Psicología Salud mental infantil Programas de prevención Universidad Católica de Colombia Sanchez, Zila M. Moraes Cruz, Roberto Scaff, Luísa Garcia, Douglas Kaszubowski, Erikson Schneider, Daniela R. 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. 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 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. 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 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 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 Pasquali, L. (2010). Instrumentação psicológica: fundamentos e práticas. Porto Alegre: Artmed. 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/# 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 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 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 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 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. 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 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 http://purl.org/coar/resource_type/c_6501 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 info:eu-repo/semantics/article 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 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text 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. 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. 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 https://actacolombianapsicologia.ucatolica.edu.co/article/view/3148 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. Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised Journal article application/pdf text/html application/pdf 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 text/xml text/html Publication 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 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 Inglés https://creativecommons.org/licenses/by-nc-sa/4.0/ Daniela R. Schneider - 2020 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 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 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 Psychometric properties of a Brazilian adaptation of the teacher observation of classroom adaptation- revised scale for children's behavior. 2020-01-20T14:18:07Z 345 2020-01-20T14:18:07Z 10.14718/ACP.2020.23.1.15 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3127 1909-9711 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3033 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3142 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3032 2020-01-20 320 https://doi.org/10.14718/ACP.2020.23.1.15 0123-9155 https://actacolombianapsicologia.ucatolica.edu.co/article/download/3148/3154 |
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UNIVERSIDAD CATÓLICA DE COLOMBIA |
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Colombia |
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Acta Colombiana de Psicología |
| 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. Sanchez, Zila M. Moraes Cruz, Roberto Scaff, Luísa Garcia, Douglas Kaszubowski, Erikson Schneider, Daniela R. Análisis psicométrico Validación intercultural Adaptación escolar Teacher observation of classroom adaptation-revised Salud mental infantil Programas de prevención Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised |
| 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. |
| title_eng |
Psychometric properties of a Brazilian adaptation of the teacher observation of classroom adaptation- revised scale for children's behavior. |
| 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.
|
| description_eng |
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.
|
| author |
Sanchez, Zila M. Moraes Cruz, Roberto Scaff, Luísa Garcia, Douglas Kaszubowski, Erikson Schneider, Daniela R. |
| author_facet |
Sanchez, Zila M. Moraes Cruz, Roberto Scaff, Luísa Garcia, Douglas Kaszubowski, Erikson Schneider, Daniela R. |
| topicspa_str_mv |
Análisis psicométrico Validación intercultural Adaptación escolar Teacher observation of classroom adaptation-revised Salud mental infantil Programas de prevención |
| topic |
Análisis psicométrico Validación intercultural Adaptación escolar Teacher observation of classroom adaptation-revised Salud mental infantil Programas de prevención Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised |
| topic_facet |
Análisis psicométrico Validación intercultural Adaptación escolar Teacher observation of classroom adaptation-revised Salud mental infantil Programas de prevención Psychometric analysis Child mental health Preventive programs Cross-cultural validation Teacher observation of classroom adaptation-revised |
| citationvolume |
23 |
| citationissue |
1 |
| citationedition |
Núm. 1 , Año 2020 :ACTA COLOMBIANA DE PSICOLOGÏA |
| publisher |
Universidad Católica de Colombia |
| ispartofjournal |
Acta Colombiana de Psicología |
| source |
https://actacolombianapsicologia.ucatolica.edu.co/article/view/3148 |
| language |
Inglés |
| format |
Article |
| rights |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 https://creativecommons.org/licenses/by-nc-sa/4.0/ Daniela R. Schneider - 2020 |
| references_eng |
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 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. 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 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 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 Pasquali, L. (2010). Instrumentação psicológica: fundamentos e práticas. Porto Alegre: Artmed. 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/# 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 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 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 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 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. 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 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 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 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. 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. Embry, D. D. (2002). The Good Behavior Game: A best prac- tice candidate as a universal behavioral vaccine. 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