A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research

Abstract

In intervention studies, high rates of implementation fidelity are important markers of a study’s success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1–5). We examined implementation fidelity following recommendations made by Dane and Schneider; O’Donnell; and DeFouw et al. to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories, and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed.

Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

“…However, reviews of implemented educational interventions have demonstrated that interventionist-controlled factors (especially adherence) are more commonly reported than measures of participant responsiveness ( O’Donnell, 2008 ). When responsiveness is considered, dosage is the most often-reported measure ( Bos et al, 2022 ). Measurement of active participant engagement in early childhood interventions has primarily been concentrated on the adult participants who implement the intervention with children (e.g., teachers and parents’ active participation with the intervention).…”

Implementation Factors and Their Influence on Student Mathematics Outcomes

“…Intervention is a complex system (Bos et al., 2022), and investigating the domains of implementation that support or hinder student achievement within this system is imperative to improve student achievement. Implementation includes a myriad domains and underlying factors (Bos et al., 2022; O'Donnell, 2008) that are often discussed and measured differently across research groups (Harn et al., 2013).…”

“…Intervention is a complex system (Bos et al., 2022), and investigating the domains of implementation that support or hinder student achievement within this system is imperative to improve student achievement. Implementation includes a myriad domains and underlying factors (Bos et al., 2022; O'Donnell, 2008) that are often discussed and measured differently across research groups (Harn et al., 2013). Though researchers may report on these aspects of implementation (Bos et al., 2022; Jitendra et al., 2021), few have evaluated the relation between intervention implementation and student outcomes (Capin et al., 2018; O'Donnell, 2008).…”

“…Implementation includes a myriad domains and underlying factors (Bos et al., 2022; O'Donnell, 2008) that are often discussed and measured differently across research groups (Harn et al., 2013). Though researchers may report on these aspects of implementation (Bos et al., 2022; Jitendra et al., 2021), few have evaluated the relation between intervention implementation and student outcomes (Capin et al., 2018; O'Donnell, 2008). Two aspects of implementation relevant to researchers and practitioners include treatment adherence and implementation quality.…”

Quality of tier 1 instruction in an integrated multi-tiered system of support: a mixed methods study

“…Fidelity of implementation, particularly curriculum implementation, can be viewed as rigid adherence to the full curriculum as written, or a loose adherence to the intention or spirit of the curriculum with room for flexibility, or somewhere in between. The field of education research lacks consensus of which aspects of fidelity are most critical to report or how to measure them, thus translating those expectations to teacher implementers remains ambiguous (Bos et al, 2022;Dane, 1998;Defouw et al, 2019). In a seminal review of fidelity as a concept, it was noted that fidelity and adherence were frequently defined in the same or similar ways but that as curricula moves from conception to…”