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1.
Lisa M. Hagermoser Sanetti Lindsay M. Fallon Melissa A. Collier‐Meek 《Psychology in the schools》2013,50(2):134-150
When implementing behavioral interventions in educational settings, some implementers need support to maintain high levels of treatment integrity. Performance feedback has a large body of research supporting it as a strategy for improving teachers’ implementation of classroom interventions. However, in most prior studies, performance feedback has been delivered by a researcher, not by a school staff member, which limits generalizability of results to applied settings. In this study, school personnel (i.e., internal consultants) assessed teachers’ treatment integrity when implementing a classwide behavioral intervention and, when low, provided performance feedback. Further, researchers assessed internal consultants’ treatment integrity and provided performance feedback as needed. Results indicate that internal consultants are able to assess and briefly increase teachers’ treatment integrity with performance feedback, although some teachers needed more support than did others. Likewise, internal consultants’ treatment integrity was fairly high initially, but required consistent performance feedback to increase treatment integrity levels toward the end of the study. Implications for research and practice are discussed. 相似文献
2.
Lisa M. Hagermoser Sanetti Melissa A. Collier‐Meek Anna C. J. Long Jisun Kim Thomas R. Kratochwill 《Psychology in the schools》2014,51(8):879-895
Evidence‐based practices within a response‐to‐intervention framework must be implemented with adequate treatment integrity to promote student outcomes. However, research findings indicate educators struggle to implement interventions and logistical considerations may limit the utility of performance feedback, an evidence‐based treatment integrity promotion strategy. This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach). A multiple baseline across participants design was used to evaluate teachers’ adherence to a behavior support plan as well as their quality of implementation. Results indicated that after intervention training, adherence was initially low and variable, and quality of implementation was moderate to high and variable, but both adherence and quality increased and became less variable after implementation planning. The increases in implementation were more pronounced for two teachers, whose students also had subsequent improvements in their academic engagement and disruptive behavior. These findings highlight the relationship between adequate levels of treatment integrity and student outcomes as well as provide initial support for implementation planning. 相似文献
3.
John C. Begeny Julia E. Easton James J. Upright Kali R. Tunstall Cassia A. Ehrenbock 《Psychology in the schools》2014,51(5):517-533
Within the realm of school‐based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two‐part study was to examine (a) the extent to which relatively novice educators could self‐learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter‐observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity. 相似文献
4.
The Targeted Reading Intervention: Face‐to‐Face vs. Webcam Literacy Coaching of Classroom Teachers 
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下载免费PDF全文 L. Vernon‐Feagans M. Bratsch‐Hines C. Varghese A. Bean A. Hedrick 《Learning disabilities research & practice》2015,30(3):135-147
The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials, the TRI was delivered two ways: (1) literacy coaches provided support for classroom teachers through face‐to‐face classroom meetings or (2) coaches provided support to classroom teachers through live webcam technology. The purpose this study was to examine how face‐to‐face versus webcam coaching was related to teacher and struggling reader outcomes. Regression results suggested greater benefits with webcam literacy coaching for teacher fidelity and efficacy. Both struggling reader groups made equivalent gains across literacy measures, although there were greater gains on one child literacy measure in the webcam group. 相似文献
5.
Aubyn C. Stahmer Sarah Rieth Ember Lee Erica M. Reisinger David S. Mandell James E. Connell 《Psychology in the schools》2015,52(2):181-195
The purpose of this study was to examine the extent to which public school teachers implemented evidence‐based interventions for students with autism in the way these practices were designed. Evidence‐based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence‐based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence‐based strategies; however, they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time and across intervention strategies is examined. 相似文献
6.
Implementing self‐management within a group counseling context: Effects on academic enabling behaviors 下载免费PDF全文
下载免费PDF全文 Jacquelyn M. Briesch DuBois Amy M. Briesch Jessica A. Hoffman Joan Struzziero Robin Toback 《Psychology in the schools》2017,54(8):852-867
Self‐management interventions have been adapted to serve as targeted interventions to increase academic enabling behaviors in groups of students. However, a trade‐off exists between adapting these interventions to feasibly fit group contexts and maintaining theoretical intervention components. This study examines the use of self‐management within fourteen 40‐minute group counseling sessions delivered by school psychology personnel to increase the academic enabling behaviors of three middle school students as rated by their teachers. Results of a multiple baseline design across students revealed slight to moderate improvements in academic enabling behaviors for two of the three students. Furthermore, usability results suggested that students found the intervention to be generally acceptable, understandable, and feasible. Implications for both future research and applied practice are discussed. 相似文献
7.
Jennifer A. Mautone George J. DuPaul Asha K. Jitendra Katy E. Tresco Rosemary Vile Junod Robert J. Volpe 《Psychology in the schools》2009,46(10):919-931
This study examined the relationship between treatment integrity and acceptability for reading interventions across two consultation models, intensive data‐based academic intervention (IDAI) and traditional data‐based academic intervention (TDAI). Participants included 83 first‐ through fourth‐grade students who met research criteria for Attention‐Deficit/Hyperactivity Disorder and evidenced academic difficulties and their general and/or special education teachers. Reading interventions were developed through individualized, data‐driven consultation (IDAI) or generic, menu‐based consultative services (TDAI). Results suggested a moderate, positive relationship between treatment integrity and acceptability for both consultation groups, although the relationship was statistically significant for the IDAI group only. Furthermore, although there was a significant difference between consultation groups on treatment integrity, differences between groups on treatment acceptability were not statistically significant. Implications for practice and future research are discussed. © 2009 Wiley Periodicals, Inc. 相似文献
8.
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth 总被引：2，自引：0，他引：2
Bridget K. Hamre Laura M. Justice Robert C. Pianta Carolyn Kilday Beverly Sweeney Jason T. Downer Allison Leach 《Early childhood research quarterly》2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively. 相似文献
9.
Donald D. Deshler Jean B. Schumaker B. Keith Lenz Janis A. Bulgren Michael F. Hock Jim Knight Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108
Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively. 相似文献
10.
Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized,controlled pilot study 下载免费PDF全文
下载免费PDF全文 Laura Wood Andrew T. Roach Moriah A. Kearney Faith Zabek 《Psychology in the schools》2018,55(6):644-660
Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness‐based interventions (MBIs). Whereas studies with older children and adults have supported this approach, research with young children has been more limited. In the current study, we evaluated the effectiveness, acceptability, and feasibility of Mini‐Mind, a 12‐session MBI created specifically for preschoolers. We used a randomized controlled design in a sample of 27 (intervention n = 12) preschoolers (3–5 years old). The evaluation included indirect measures of EF skills completed by teachers who were blinded to the experimental condition of the students. Additionally, parents, teachers, children, and facilitators provided feedback about the acceptability and feasibility of the intervention. Findings revealed mostly nonsignificant, small‐to‐medium effects in favor of the intervention group on indirect measures of EF skills. Furthermore, Mini‐Mind was rated as highly feasible and acceptable by children and stakeholders. Overall, the findings support the implementation and continued evaluation of Mini‐Mind in more diverse settings. 相似文献
11.
Melissa A. Collier‐Meek Lisa M. H. Sanetti Ashley M. Boyle 《Psychology in the schools》2019,56(1):5-17
Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation. 相似文献
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13.
Katrina J. Debnam Elise T. Pas Jessika Bottiani Anne H. Cash Catherine P. Bradshaw 《Psychology in the schools》2015,52(6):533-548
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most research relies exclusively on self‐reports, with limited attention to issues of social desirability, and few studies observe teacher practices. Data come from 142 K‐8 teachers in six schools who were assessed via the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an externally‐conducted observation, and who also provided self‐report data of cultural responsiveness. Analyses indicated that teachers self‐reported higher rates of culturally responsive teaching strategies than were observed on the ASSIST. There were, however, significant associations between observations and teachers’ ratings of self‐efficacy. Findings suggest a need for additional research to develop and validate efficient, multi‐informant approaches for assessing cultural responsiveness in the classroom. 相似文献
14.
Qi Zhou Brad A. Dufrene Sterett H. Mercer D. Joe Olmi Daniel H. Tingstom 《Psychology in the schools》2019,56(7):1139-1156
This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework. 相似文献
15.
A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc. 相似文献
16.
Ricardo Eiraldi Barry McCurdy Billie Schwartz Courtney Benjamin Wolk Manju Abraham Abbas F. Jawad Bonnie K. Nastasi Jennifer A. Mautone 《Psychology in the schools》2019,56(8):1230-1245
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school‐wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K‐8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low‐income urban schools are discussed. 相似文献
17.
Elisabeth E. Kraemer Susan C. Davies Kelli Jo Arndt Sawyer Hunley 《Psychology in the schools》2012,49(2):163-175
Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors. Results indicated that both interventions effectively decreased off‐task behavior at the class‐wide level. Implications and suggestions for future research on evidence‐based behavioral interventions are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
18.
As implementation of multi‐tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and format of instruction, however more information is needed about strategies that are individualized (i.e., matched to student need), not just intensified. One promising approach to matching student need to intervention is brief experimental analysis (BEA). This article will describe the theoretical and empirical support for BEA, provide a model for conducting a BEA, present an example of its use, and discuss implications for future research and practice. 相似文献
19.
Barry L. McCurdy Lisa Thomas Adrea Truckenmiller Sara House Rich Patricia Hillis‐Clark Juan Carlos Lopez 《Psychology in the schools》2016,53(4):375-389
This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school‐wide positive behavioral interventions and supports in a self‐contained school serving students with emotional and behavioral disorders. The traditional practices of a universal system, including teaching and acknowledging expected behaviors and responding to disruptive behaviors, were adapted to better accommodate the needs of a more challenging student population. In addition, system‐wide practices, including various teaming and professional development strategies, were instituted to promote sustainability. Results, after implementation of Tier 1, showed reductions in the frequency of discipline referrals and the number of emergency safety interventions, with a sustained impact across the next 3 years. Limitations included the lack of experimental control in evaluating the intervention. Discussion includes recommendations for an expanded role for school psychologists in promoting evidence‐based practices for high‐risk student populations. 相似文献
20.
Teachers today face high stress that can compromise their well‐being, longevity in the profession, and the quality of their interactions with students. Pre‐referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support. Yet, little is known about how teacher stress changes across pre‐referral interventions. This study followed 33 elementary education teachers prospectively through their participation in a pre‐referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre‐referral process, teachers felt less distress related to referred students' needs, termed “dyadic stress.” Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre‐referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. © 2009 Wiley Periodicals, Inc. 相似文献