Measuring Teachers’ Intervention Fidelity

King‐Sears, Margaret E.; Walker, Jennifer D.; Barry, Colleen L.

doi:10.1177/1053451218765229

Cited by 16 publications

(16 citation statements)

References 16 publications

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“…Although some techniques, such as the creation of a manual and a monitoring sheet to be completed by each trainer, were used to potentiate the likelihood that the program was administered as intended, other procedures of intervention fidelity were not considered. King-Sears et al (2018) suggested a five-step fidelity process: 1) intervention modeling; 2) sharing the intervention's fidelity protocol with the coordinator for program delivery; 3) coach the coordinator for program delivery before implementation; 4) observe fidelity during implementation; and 5) reflect with the coordinator for program delivery using fidelity data. Although the first three steps were addressed in the fluency coach training, the last two were not performed and should be undertaken in future studies.…”

Section: Resultsmentioning

confidence: 99%

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Cruz¹,

Mendes²,

Marques³

et al. 2022

Front. Educ.

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Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students (N = 207) during the COVID-19 pandemic. The study had a pretest, posttest, and follow-up design, with two intervention groups (remote vs face-to-face) and a control group. The intervention groups experienced 20 intervention sessions (2 sessions per week), each lasting approximately 50 min. Word reading accuracy, text reading accuracy, and fluency were measured in the three rounds of assessment. In both intervention groups, all measures of reading showed gains from pretest to posttest. The results also suggested that the efficacy of the intervention was similar in the remote and face-to-face modalities. These findings highlight the relevance of systematic interventions in increasing reading fluency and support the use of remote interventions as an adequate alternative to face-to-face interventions.

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Section: Resultsmentioning

confidence: 99%

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Cruz¹,

Mendes²,

Marques³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Another limitation is related to the procedures used to assess the intervention fidelity. Although the use of a standardized online platform potentiates the likelihood that the intervention was administered as intended, other procedures to assure intervention fidelity, such as observations and ratings (King-Sears et al, 2018), were not used. Future studies should consider the implementation of these techniques to assess fidelity.…”

Section: Discussionmentioning

confidence: 99%

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

et al. 2022

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In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.

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“…Fidelity of treatment, or integrity of implementation for interventions, means interventions are used according to predetermined criteria detailing activities, materials, and behaviors so the intervention has the desired effect on participants' behaviors (Smith et al, 2007). Fidelity means the intervention is used true to the way it was originally designed (King-Sears et al, 2018). Stahmer et al (2015) state students are more likely to benefit from interventions used as intended, although researchers find many evidence-based practices are not implemented as originally planned.…”

Section: Implementation Fidelitymentioning

confidence: 99%

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

Riden

Taylor

Scheeler

et al. 2021

J Spec Educ Technol

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An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

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Measuring Teachers’ Intervention Fidelity

Abstract: School personnel implementing interventions new or unfamiliar to them need to know how to implement the intervention with fidelity. A five-step process is described that can be used to design and implement fidelity procedures with teachers using new or unfamiliar interventions.

Cited by 16 publications

References 16 publications

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

Face-to-Face Versus Remote: Effects of an Intervention in Reading Fluency During COVID-19 Pandemic

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic

The Effects of an Electronic Daily Behavior Report Card on Student’s Challenging Behavior

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