"Factorial invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)": Correction to Briesch et al. (2019).

Reports an error in "Factorial invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" by Amy M. Briesch, Sandra M. Chafouleas, Dakota W. Cintron and D. Betsy McCoach (, Advanced Online Publication, Feb 28, 2019, np). In the fourth paragraph of the "Understanding the Factors That Influence Usage" section and in the "Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS)" section, the URP-NEEDS was incorrectly reported to have 23 items. This measure consists of 24 items. This item was also missing in the Appendix under the "Understanding" factor: "School personnel understand how goals for social, emotional, and behavioral screening fit with a system of student supports." All versions of this article have been corrected. (The following abstract of the original article appeared in record 2019-10838-001.) Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous assessment of those factors influencing use of a particular approach to identifying and supporting the social, emotional, and behavioral needs of students. As the measure was intended for use with a range of school-based stakeholders, a first necessary step involved establishing the measurement invariance of the instrument. Participants in the current study included 1,112 district administrators, 431 building administrators, and 1,355 teachers who were asked to identify the approach used within their school district to identify and support the social, emotional, and behavioral needs of students, and then to complete the URP-NEEDS in reference to this identified approach. Results supported the measurement invariance of the URP-NEEDS across stakeholder groups. In addition, measurement invariance was found across self-identified approaches to social, emotional, and behavioral risk identification within the district administrator and teacher groups. (PsycINFO Database Record (c) 2020 APA, all rights reserved).