Items were based on (a) an existing checklist of intervention strategies for school-based therapy (McDougall et al., 2000) and (b) therapist-described strategies ascertained in a qualitative study involving residential immersive life skills program service providers, who were interviewed about their key intervention approaches and strategies (King et al., 2015). The SPS-C has evidence of high inter-rater agreement (King et al., 2016). Evidence of construct validity is shown in the same study.
King, G., McPherson, A., Kingsnorth, S., Stewart, D., Glencross-Eimantas, T., Gorter, J. W., . . . Isihi, A. M. (2015). Residential immersive life skills programs for youth with disabilities: Service providers’ perceptions of experiential benefits and key program features. Disability and Rehabilitation, 37(11), 971–980. doi:10.3109/09638288.2014.949353
McDougall, J., King, G. A., Malloy-Miller, T., Gritzan, J., Tucker, M. A., & Evans, J. (2000). A checklist to determine the methods of intervention used in school-based therapy: Development and pilot testing. Physical & Occupational Therapy In Pediatrics, 19(2), 53–77. doi:10.1080/J006v19n02_04