Examining the Psychometric Properties of the Problem‐Solving Team Effectiveness Scale—Revised

ABSTRACT As schools refine problem‐solving processes within a Multi‐Tiered Systems of Support (MTSS) framework, a brief, psychometrically‐sound measure that evaluates effective intervention practices is needed. The Problem‐Solving Team Effectiveness Scale was one such measure, but clinical feedback and comparison to best practices suggested a need to update the measure. The current study outlines the development of the Problem‐Solving Team Effectiveness Scale‐Revised and examines psychometric properties with a sample of 492 school counselors and school psychologists. We found evidence supporting four factors: Acceptability and Feasibility, Data‐Based Decision Making, Services to Minoritized Students, and Intervention Knowledge and Integrity. Scale reliability was adequate, and subtest intercorrelations and regression analyses with related measures provided initial evidence of construct validity. For further validity evidence, the survey differentiated between MTSS implementation stages. We review implications for problem‐solving teams monitoring effective practices and describe future research directions.