Date of Award


Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. John Hoover


The purpose of this study was to identify the technical characteristics of the Enderle-Severson Transition Rating Scale (ESTR; Enderle & Severson, 1991) and to add to the knowledge base about measurement in transition. Validity ;was examined by evaluating the scale's concurrent criterion-related validity, construct validity, and content validity. A measure of reliability was performed by examining the internal consistency of subscales and the entire scale.

The samples studied were special education teachers in North Dakota and Minnesota as well as the students they served. The student subjects had identified disabilities of learning disability, emotional disturbance, or mental retardation. All students were 14 and older or in at least the 9th grade.

The concurrent criterion-related validity was examined by correlating the ESTR subscales and Total Score with the subscales and Total Score of the Adaptive Behavior Evaluation Scale (McCamey, 1988). Nearly all correlations between the two scales were found to be significant indicating that the ESTR behaves like an adaptive behavior scale. Content validity was examined via teacher ratings of individual items and the overall completeness of the scale. The completeness rating supported the scale's content validity. To investigate the construct validity of the ESTR Scale, a principal components factor analysis was performed. Three factors, defined as "Higher Order Life Skills," " Simple Home and Community Skills," and "Social/Compliance," were observed. Although these factors do not match the present structure of the ESTR Scale, they logically appear to be areas which influence transition from school to adult life.

The internal consistency of the ESTR was examined by using the KR-20 procedure which indexes the degree of relationship between items within scales. The internal-consistency estimates for all subscales and the total test were above .91.

The factor structure of the skills and characteristics leading to successful transition should be further examined, given the results of this investigation. It is quite possible that current regulated practices do not adequately reflect the correct organization of skills and abilities needed for adult transition.