Team Decision Making Questionnaire Turkish Form (TDMQ-TR): Validity and Reliability Study

Abstract

Objectives: Professionals in the fields of education and health who work with children with special needs and their families should be in communication and cooperation. At each stage of these services, professionals specialized in different fields provide services to the child and family with different perspectives. In this way, it is ensured that children are evaluated in a multidimensional and comprehensive manner, and their families are informed. However, some difficulties may be encountered in the implementation of teamwork in the process of providing health, rehabilitation and education services to children and their families with special needs in Turkey. In the literature, although there are research studies on "teamwork" in some occupational groups in the field of health, there are no similar studies in the field of education. Based on this, a questionnaire is researched and this study is planned for the decision-making situation of the professional groups that provide services to children in our country. Materials and Methods: The aim of the study is to examine the Turkish validity and reliability of the Team Decision Making Questionnaire developed by Batorowicz and Shepherd (2008). 167 professionals working with children from both education and health fields participated in the study. Results: As a result of the statistical analysis of the data, the overall Cronbach α coefficient of TDMQ-TR was 0.96, the Guttmann Split-Two Half Reliability Coefficient was 0.92, and the correlation between both halves of the questionnaire was 0.86. The 19-item questionnaire is integrated with a single factor and 61.75 percent of the total variance is explained. Conclusion: As a result, TDMQ-TR is proven to be a reliable and valid tool for evaluating the team decision-making process.

Keywords

• Interprofessional
• questionnaire
• reliability
• team work
• validity

References

1. Alpar, R. (2011). Uygulamalı çok değişkenli istatistiksel yöntemler [Applied multivariate statistical methods]. Ankara: Detay.
2. Aslan, F., & Şahin, E. (2020). İletişim güçlüğü olan çocuklar [Children with communication difficulties]. In M. Er-Sabuncuoğlu (Ed.), Çocuk tanıma ve problem çözme aracı olarak ICF [ICF as a child recognition and problem-solving tool] (pp. 93-114). Ankara: Nobel.
3. Aubin, T., & Mortenson, P. (2015). Experiences of early transdisciplinary teams in pediatric community rehabilitation. Infants and Young Children, 28(2), 165-181. https://doi.org/10.1097/IYC.0000000000000033
4. Batorowicz, B., & Shepherd, T. A. (2008). Measuring the quality of transdisciplinary teams. Journal of Interprofessional Care, 22(6), 612-620. https://doi.org/10.1080/13561820802303664
5. Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (3rd Ed.). Baltimore: Brookes Publishing.
6. Çelik, A., & Karaca, A. (2017). Hemşirelerde ekip çalışması ve motivasyon arasındaki ilişkinin ve etkileyen faktörlerin değerlendirilmesi [Evaluating the relationship between teamwork and motivation in nurses and affecting factors]. Journal of Education and Research in Nursing, 14(4), 254-263. https://doi.org/10.5222/HEAD.2017.254
7. Chang, T. Z. D., & Vowles, N. (2013). Strategies for improving data reliability for online surveys: A case study. International Journal of Electronic Commerce Studies, 4(1), 121-130. http://dx.doi.org/10.7903/ijecs.1121
8. Coşkun, A. (1996). Perinatal hemşirelik yaklaşımı ve ekip çalışmasının önemi [Perinatal nursing approach and importance of teamwork]. Perinatology Journal, 4(3), 181-184.

9. Demirci, F. (2020). Examination of early childhood educators’ perspectives on transdisciplinary approach. Retrieved from YÖK National Thesis Center. (No. 612068)
10. Erkuş, A. (2007). Ölçek geliştirme ve uyarlama çalışmalarında karşılaşılan sorunlar [Problems encountered in scale development and adaptation studies]. Türk Psikoloji Bülteni, 13(40), 17-25.
11. Er-Sabuncuoğlu, D. M. (2020). Çocuğa hizmet sunan ekipler nasıl çalışmalı? [How should child service teams work?]. In D.M Er-Sabuncuoğlu (Ed.), Konu çocuk olunca [When it comes to children] (pp. 349-384). Ankara: Nobel
12. Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
13. York-Barr, J., Ghere, G., & Sommerness, J. (2009). What’s Working and What’s Not for Your Team. Publ. College Ed Hum Develop, Univ Minnesota.
14. Güngör, D. (2016). Psikolojide ölçme araçlarının geliştirilmesi ve uyarlanması kılavuzu [Summary a guide to scale development and adaptation in psychology]. Turkish Psychological Articles, 19(38), 104-112.
15. Guralnick, M. J. (2001). A developmental systems model for early intervention. Infants and Young Children, 14(2), 1–18. https://doi.org/10.1097/00001163-200114020-00004
16. Hall, K. L., Vogel, A. L., Stipelman, B., Stokols, D., Morgan, G., & Gehlert, S. (2012). A four-phase model of transdisciplinary team-based research: goals, team processes, and strategies. Translational Behavioral Medicine, 2(4), 415–430. https://doi.org/10.1007/s13142-012-0167-y
17. Harbin, G. L., McWilliam, R. A., & Gallagher, J. J. (2000). Services for young children with disabilities and their families. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 387–415). Cambridge University Press. https://doi.org/10.1017/CBO9780511529320.020
18. Karakoç, A.G., & Dönmez, L. (2014). Ölçek geliştirme çalışmalarında temel ilkeler [Basic Principles of scale development]. Tıp Eğitimi Dünyası, 13(40), 39-49. https://doi.org/10.25282/ted.228738
19. Karakuş, M., Türkkan, B. T., & Karakuş, F. (2017). Determining science and elementary mathematics teachers’ views on interdisciplinary approach. Elementary Education Online, 16(2), 509-524. https://doi.org/10.17051/ilkonline.2017.304714
20. Kavuran, E., Eda, A. Y., Emrah, A. Y., & Aksoy, M. (2021). Hemşirelerin ekip çalışması ve iş doyumlarının belirlenmesi [Determination of team work and job satisfaction of nurses]. Turkish Journal of Science and Health, 2(1), 45-56.
21. Kilgo, J. L. (2006). Transdisciplinary teaming in early intervention/early childhood special education: Navigating together with families and children. Olney, MD: Association for Childhood Education International.
22. King, G., Strachan, D., Tucker, M., Duwyn, B., Desserud, S., & Shillington, M. (2009). The application of a transdisciplinary model for early intervention services. Infants and Young Children, 22(3), 211-223. https://doi.org/10.1097/IYC.0b013e3181abe1c3
23. Korkmaz, M. (2007). Psikolojik ölçmenin yeni kuralları ve Türkiye’deki durumu [New rules of psychological measurement and the situation in Turkey]. Türk Psikoloji Bülteni, 13(40), 8-14.
24. Larkin, C., & Callaghan, P. (2005). Professionals’ perception of interprofessional working in community mental health teams. Journal of Interprofessional Care, 19(4), 338-346. https://doi.org/10.1080/13561820500165282
25. Larsson, M. (2000). Organising habilitation services: team structures and family participation. Child: Care, Health and Development, 26(6), 501-514. https://doi.org/10.1046/j.1365-2214.2000.00169.x
26. Little V. (2010). Transdisciplinary care: opportunities and challenges for behavioral health providers. Journal of Health Care for The Poor and Underserved, 21(4), 1103-1107. https://doi.org/10.1353/hpu.2010.0930
27. Locke, P., & Mirenda, P. (1992). Roles and responsibilities of special education teachers serving on teams delivering AAC services. Augmentative and Alternative Communication, 8(3), 200–214. https://doi.org/10.1080/07434619212331276193
28. Love, H. R., & Horn, E. (2021). Definition, context, quality: Current issues in research examining high-quality inclusive education. Topics in Early Childhood Special Education, 40(4), 204-216. https://doi.org/10.1177/0271121419846342
29. Lowe, F. & O’Hara, S. (2000). Multi-disciplinary team working in practice: Managing the transition. Journal of Interprofessional Care, 14(3), 169-279. https://doi.org/10.1080/jic.14.3.269.279
30. MEB. (2018). Özel eğitim hizmetleri yönetmeliği [Special education services regulation]. Retrieved from https://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
31. Moore, L., Koger, D., Blomberg, S., Legg, L., McConahy, R., Wit, S., & Gatmaitan, M. (2012). Making Best Practice Our Practice. Infants & Young Children, 25(1), 95-105. https://doi.org/10.1097/iyc.0b013e31823d0592
32. Okuyan, C. B., Çağlar, S., & Erden, Ç. (2021). Hemşirelik öğrencilerinin ekip çalışmasına yönelik tutumları, profesyonel değerleri ve etkileyen faktörler: tanımlayıcı bir çalışma [Nursing students' attitudes towards of teamwork, professional values and affecting factors: a descriptive study]. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 9(4), 324-332. https://doi.org/10.37989/gumussagbil.667592
33. Pilkington, K. O. (2006). Side by side: Transdisciplinary early intervention in natural environments. OT Practice, 11(6), 2-17.
34. Powell, L., & Sable, J. (2001). Professional preparation of allied health practitioners and special educators using a collaborative transdisciplinary approach. Schole: A Journal of Leisure Studies and Recreation Education, 16(1), 33-48. https://doi.org/10.1080/1937156X.2001.11949468
35. Reilly, C. (2001). Transdisciplinary approach: An atypical strategy for improving outcomes in rehab and long-term acute care settings. Rehabilitation Nursing, 26(6), 216-244. https://doi.org/10.1002/j.2048-7940.2001.tb01958.x
36. Şahin, S., Tosun-Taşar, P., Baybaş, B. K., Özgür, Ö., Tenli, E., Ülgen, M., Tufan, I., Şenuzun-Aykar, F., & Akçiçek, F. (2018). Kapsamlı geriatrik değerlendirmede i̇nterdisipliner ve multidisipliner ekip kavramları [The terms interdisciplinary and multidisciplinary team in comprehensive geriatric assessment]. Turkiye Klinikleri Geriatrics-Special Topics, 4(3), 8-11.
37. Satman, C, & Duyan, V. T. D. (2013). Devlet okullarında görev yapan öğretmenlerin ekip çalışması konusundaki yaklaşımları, ekip çalışmasına ilişkin motivasyon ve doyum düzeylerinin incelenmesi [The investigation of teachers who work in government schools, approaches about team work motivation and satisfaction levels related to team work]. Retrieved from YÖK National Thesis Center (No. 347369)
38. Soğuksu, Y., & Alıcı, D. (2016). Eşdeğer yarılar güvenirliğinin farklı homojenlik düzeylerindeki örneklem büyüklüklerinde, test uzunluğuna, yarıya bölme yöntemlerine ve güvenirlik kestirme tekniklerine göre incelenmesi [Examining split-half reliability for sample sizes in different homogeneity levels according to test length, split-half methods and reliability estimation techniques]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 237-251. https://doi.org/10.17860/efd.64335
39. Tétreault, S., Freeman, A., Carrière, M., Beaupré, P., Gascon, H., & Marier Deschênes, P. (2013). Understanding the parents of children with special needs: Collaboration between health, social and education networks. Child: Care, Health and Development, 40(6), 825–832. https://doi.org/10.1111/cch.12105
40. Thylefors, I., Persson, O., & Hellstrom, D. (2005). Team types, perceived efficiency and team climate in Swedish cross professional teamwork. Journal of Interprofessional Care, 19(2), 102-114. https://doi.org/10.1080/13561820400024159
41. Ulusoy, H., & Tokgöz, D. M. (2009). Hekim ve hemşirelerin ekip çalışmasına ilişkin görüşleri [The views of doctors and nurses on teamwork]. Pamukkale Medical Journal, (2), 55-61.
42. Van Selm, M., & Jankowski, N. W. (2006). Conducting online surveys. Quality and Quantity, 40(3), 435-456. https://doi.org/10.1007/s11135-005-8081-8
43. Yurttaş, A., Kartal, E. E., & Çağlar, A. (2020). Okul öncesi ve sınıf öğretmenlerinin disiplinlerarası yaklaşımın temel eğitimde kullanımına yönelik görüşleri [Preschool and elementary school teachers' views on the use of interdisciplinary approach in basic education]. IBAD Journal of Social Sciences, (8), 226-243. https://doi.org/10.21733/ibad.731825