Investigating the relationship between training type and treatment integrity.

Sterling-Turner, Heather E.; Watson, T. Steuart; Wildmon, Mark E.; Watkins, Carrie; Little, Elizabeth R.

doi:10.1521/scpq.16.1.56.19157

Cited by 72 publications

(68 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Whereas some investigators have suggested a positive relationship between acceptability and treatment integrity (Allinder & Oats, 1997), others have found none to exist (Peterson & McConnell, 1996;Sterling-Turner & Watson, 2002). In summary, the existing literature suggests an unclear relationship between these constructs.…”

Section: Treatment Acceptabilitymentioning

confidence: 86%

“…Given that some alterations are expected, it seems obvious that we make it a priority to identify the critical components of an innovation (Schoenwald & Hoagwood, 2001). A number of researchers have observed that some components of a treatment may have a greater impact on outcomes than others (Gansle & McMahon, 1997;Noell, Gresham, & Gansle, 2002;Sterling-Turner & Watson, 2002).…”

Section: Building Usable Knowledgementioning

confidence: 99%

See 1 more Smart Citation

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Riley‐Tillman

Chafouleas²,

Eckert

et al. 2005

Psychology in the Schools

View full text Add to dashboard Cite

In this article, we discuss the history behind efforts to transfer school psychology research into practice and review the literature pertaining to treatment acceptability, participatory action research, organizational change, and generalization programming. We then present a model for the systematic programming of this transfer and propose a three-step framework that emphasizes multiple conceptual bases to transfer research into practice. This three-step framework includes creating usable knowledge, transferring usable knowledge, and supporting usable knowledge. It is our intention that the proposed framework will provide a starting point that can be informed by researchers and practitioners in the field of school psychology. We conclude with examples of our research efforts to systematically study the transfer of research into practice. © 2005 Wiley Periodicals, Inc.As with many fields, school psychology is perceived as having two distinct yet related populations: practitioners and trainers/researchers. School psychology practitioners work in many settings including schools, hospitals, and private practices. In contrast, trainers/researchers are typically in university settings and focus on training individuals to use and conduct research regarding issues related to the field of school psychology. Although these roles can and do overlap to some extent, we propose that a disconnect prevents the field from reaching its full potential. That is, it is imperative that those who develop innovations concurrently work harder to influence those who use them in the field. Discussion surrounding this disconnect is certainly not new (see Stoiber & Kratochwill, 2000), however, rather than continue discussion about it, we suggest it is time for action. We contend that the primary impetus for such change must come from those who develop research agendas in school psychology. In this article, we discuss the history behind efforts to transfer school psychology research into practice and present a model for systematically programming for this transfer. We conclude with examples of our research efforts to systematically study the process of influence and transfer of knowledge as a catalyst for continued research in the area. Bases of a Model for Transferring School Psychology Research into PracticeAlthough many topics in psychology and education have the potential to influence a model for transferring school psychology knowledge to practice, we have selected four areas to draw on

show abstract

Section: Treatment Acceptabilitymentioning

confidence: 86%

Section: Building Usable Knowledgementioning

confidence: 99%

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Riley‐Tillman

Chafouleas²,

Eckert

et al. 2005

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Although it is assumed that some treatments may be at higher risk for inaccuracies, treatment integrity data have not been reported for studies with more or less complex interventions. It is recommended that treatment integrity be collected on a number of interventions to determine whether complexity of treatments or other features of the treatment (e.g., acceptability; Sterling-Turner & Watson, 2002) Kelly's (1977) definition of risk that he developed based on reviewing reliability reporting trends in JABA. This conceptualization of risk for independent variable inaccuracies does not include treatment agent (e.g., certified behavior analyst vs. novice therapist), years of experience, setting, or other variables that may be germane to our consideration of risk.…”

Section: Recommendations For Research and Practicementioning

confidence: 99%

“…A number of studies have been published in recent years that have examined variables associated with adequate treatment integrity (DiGennaro, Martens, & Kleinmann, 2007;DiGennaro, Martens, & McIntyre, 2005;Mortenson & Witt, 1998;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;Noell et al, 2000;Sterling-Turner, Watson, Wildmon, Watkins, & Little, 2001;Witt, Noell, LaFleur, & Mortenson, 1997). Most of these studies have focused on schools as the primary setting for investigation.…”

mentioning

confidence: 99%

Treatment Integrity of School-Based Interventions with Children in the Journal of Applied Behavior Analysis 1991–2005

McIntyre¹,

Gresham²,

DiGennaro³

et al. 2007

J Appl Behav Anal

View full text Add to dashboard Cite

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the Journal of Applied Behavior Analysis (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data. Nearly half of studies (45%) were judged to be at high risk for treatment inaccuracies. Treatment integrity data were more likely to be included in studies that used teachers, multiple treatment agents, or both. Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies. Recommendations for research and practice are discussed.DESCRIPTORS: treatment integrity, child studies, school interventions, applied behavior analysisThe field of applied behavior analysis has always rested on the fundamental principle that the empirical demonstration of measurable changes in behavior must be related to systematic and controlled manipulations in the environment. That is, the observed changes in the dependent variable (behavior) must be attributed to changes in the independent variable (some environmental event). Without this empirical demonstration, a true science of human behavior is an impossibility (Skinner, 1953). Without objective and documented specification of an independent variable as well accurate independent variable application, definitive conclusions regarding the relation between an independent variable and a dependent variable are compromised. The best way to ensure accurate application of the independent variable is to measure the extent to which treatment is implemented as intended.Documentation of independent variable implementation has been discussed in the literature under the rubric of treatment fidelity (Moncher & Prinz, 1991) or treatment integrity Gresham, Gansle, Noell, & Cohen, 1993;Peterson, Homer, & Wonderlich, 1982;Yeaton & Sechrest, 1981). Treatment integrity refers to the degree to which treatments are implemented as planned, designed, or intended and is concerned with the accuracy and consistency with which interventions are implemented We thank Heidi Olson-Tinker, Lisa Dolstra, Veronica McLaughlin, and Mai Van for assistance with the initial preparation of this article. We also are grateful to Michael J. Vance for assistance with data collection.

show abstract

“…Because all of these factors are important, treatment acceptability, which encompasses many of the mentioned variables, is considered to be critical in influencing treatment integrity and intervention success. More specifically, research suggests that there is a relationship between integrity and acceptability of behavioral interventions (Lentz et al, 1996;Sterling-Turner & Watson, 2002); however, little is known about this relationship with respect to academic interventions, particularly when the interventions are used with children with ADHD.…”

mentioning

confidence: 99%

The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder

Mautone

DuPaul

Jitendra

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

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. C 2009 Wiley Periodicals, Inc.

show abstract

Investigating the relationship between training type and treatment integrity.

Cited by 72 publications

References 29 publications

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Bridging the gap between research and practice: A framework for building research agendas in school psychology

Treatment Integrity of School-Based Interventions with Children in the Journal of Applied Behavior Analysis 1991–2005

The relationship between treatment integrity and acceptability of reading interventions for children with Attention‐Deficit/Hyperactivity Disorder

Contact Info

Product

Resources

About