Assessing treatment integrity in behavioral consultation.

Wilkinson, Lee A.

doi:10.1037/h0100816

Cited by 13 publications

(13 citation statements)

References 44 publications

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“…Indeed, the National Association for the Education of Young Children (NAEYC) and the Society for Research in Child Development (SRCD) recently defined the need for treatment implementation research as a priority in their position statement on early childhood education (NAEYC & SRCD, 2008). Although there is a growing theoretical framework for thinking about translating interventions from the research laboratory to real-life settings (Flay et al, 2005; Wilkinson, 2007) and encouraging educational reform at the levels of both the administration and the classroom (Evans, 1996; Fullan, 2007; Wittrock, 1986), few studies quantitatively assess teacher participation in classroom-based interventions.…”

mentioning

confidence: 99%

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

Baker

Kupersmidt

Voegler‐Lee

et al. 2010

Early Childhood Research Quarterly

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Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.When children enter kindergarten, they are expected to demonstrate school readiness, which includes language, preliteracy, and numeracy skills, as well as appropriate socioemotional development. However, many children fall short of these expectations, and the consequences are significant and long-lasting. Poor emergent academic skills in young children often co-© 2009 Elsevier Inc. All rights reserved.Correspondence concerning this article should be addressed to David H. Arnold, Psychology Department, University of Massachusetts, Tobin Hall, Amherst, MA 01003-7710; darnold@psych.umass.edu.. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public Access Author ManuscriptEarly Child Res Q. Author manuscript; available in PMC 2011 January 1. Published in final edited form...

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confidence: 99%

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

Baker

Kupersmidt

Voegler‐Lee

et al. 2010

Early Childhood Research Quarterly

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“…At the very least, a structured interview can be conducted at set intervals during implementation to gather information about adherence, dosage, quality, and student engagement in the intervention. Wilkinson () developed a treatment monitoring interview to be used during behavioral consultation to gather information about plan implementation and obstacles and to organize feedback. To collect more continuous data, self‐report or permanent products can be used.…”

Section: Phase 1: Intervention Development To Improve Initial Treatmementioning

confidence: 99%

A Systematic Framework for Addressing Treatment Integrity in School Settings

Kupzyk

Shriver

2016

Psychology in the Schools

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School psychologists are tasked with ensuring treatment integrity because the level of intervention implementation affects decisions about student progress. Treatment integrity includes multiple dimensions that may impact the effectiveness of an intervention including adherence, dosage, quality, and engagement. Unfortunately, treatment integrity is not routinely monitored in consultation. A systematic framework is needed to better prepare practitioners to assess, analyze, and intervene when there are treatment integrity failures. A framework for monitoring and improving multiple dimensions of treatment integrity in natural settings is proposed to provide guidance to practitioners through two phases. The first phase focuses on improving initial treatment integrity and the second phase outlines a problem‐solving process for improving treatment integrity.

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“…The behavioral consultation model does not have specific guidelines for consultant follow-up (Wilkinson, 2006(Wilkinson, , 2007. It has been shown that the type of follow-up given to consultees during this step can greatly affect the level of treatment integrity.…”

Section: Plan Implementationmentioning

confidence: 99%

“…Topics related to follow-up that can be found in the literature include: (a) types and frequency of meetings (Easton & Erchul, 2011;Noell et al, 2005), (b) performance feedback options (Easton & Erchul, 2011;Gansle & Noell, 2008;Mesa, Lewis-Palmer, & Reinke;2005;Noell, Duhon, Gatti, & Connell, 2002;Noell et. al., 2005), (c) teacher self-reporting (Sanetti & Kratochwill, 2009, and (d) structured interview techniques (Wilkinson, 2006(Wilkinson, , 2007. Consultants must work with teachers to determine the type of follow-up that will be most effective in ensuring treatment integrity.…”

Section: Plan Implementationmentioning

confidence: 99%

“…Several strategies for making treatment plans more sound while increasing treatment integrity have been examined. Consultant follow-up to treatment plan implementation is a step that is not well defined within the original behavioral consultation model (Wilkinson, 2006(Wilkinson, , 2007. This added feature to plan implementation has been shown to lead to greater treatment integrity during the consultation process.…”

Section: Trainingmentioning

confidence: 99%

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Evaluating Factors that Influence Treatment Integrity During Peer Consultation

Arms¹

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Assessing treatment integrity in behavioral consultation.

Cited by 13 publications

References 44 publications

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

Predicting teacher participation in a classroom-based, integrated preventive intervention for preschoolers

A Systematic Framework for Addressing Treatment Integrity in School Settings

Evaluating Factors that Influence Treatment Integrity During Peer Consultation

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