Date of Submission

2026

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, Ph.D., NCSP, BCBA-D

First Advisor

Virginia Salzer, Ph.D.

Second Advisor

George McCloskey, Ph.D.

Third Advisor

Paul Haughton, Psy.D.

Abstract

Emotional regulation (ER) is foundational to student learning, behavior, and long-term educational success and well-being; however, many elementary educators report limited formal preparation in explicitly teaching ER skills. The purpose of this study was to design a professional development (PD) program for K–2 teachers focused on ER and to evaluate its content validity through expert review. The framework was grounded in Gross’s process model of ER, Desimone’s core features of effective PD, and Sims’s dynamic IMTP framework. A researcher-developed rubric was used to evaluate alignment, clarity, theoretical grounding, and feasibility. Five experts in various roles within the field of education reviewed the PD materials and completed a 4-point relevance rating scale. Item-level Content Validity Index (I-CVI) scores were calculated for each rubric item, and a Scale-Level Content Validity Index using the average method (S-CVI/Ave) was computed to determine overall content validity. Results indicated strong expert agreement, with an S-CVI/Ave of .98. Qualitative thematic analysis identified strengths in theoretical alignment and practical application, along with recommendations for increased classroom modeling and clarification of developmental progression. Findings establish preliminary content validity of the PD framework and support progression to pilot implementation and evaluation of teacher practice and student outcomes.

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