Methods Used to Document Procedural Fidelity in School-Based Intervention Research

Barnett, David W.; Hawkins, Renee O.; McCoy, Dacia M.; Wahl, Elaine; Shier, Ashley; Denune, Hilary; Kimener, Lauren

doi:10.1007/s10864-013-9188-y

Cited by 29 publications

(26 citation statements)

References 40 publications

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“…In other words, procedural fidelity may be determined by how closely an interventions' implementation matches its' written description. Whereas, earlier reviews of empirical studies showed that only 15.8% (Gresham, Gansle, & Noell, 1993a), 14.9% (Gresham, Gansle, Noell, Cohen, & Rosenblum, 1993b) and 18% (Wheeler, Baggett, Fox, & Blevins, 2006) of studies defined, analyzed, and reported treatment fidelity data; a more recent review and analysis (Barnett et al, 2013) showed increased emphasis on treatment fidelity, reporting that 70% of their pool of 266 school-based research articles published between 2005-2012 included fidelity of intervention data.…”

Section: Importance Of the Problem And Relevant Scholarshipmentioning

confidence: 97%

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

Quinn¹,

Nowosielski²,

Kitchen³

et al. 2014

JEL

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Although evidenced-based practices, delivered with procedural integrity are increasingly common in the field of autism, generalizing those practices to less traditional settings is not. The present study, conducted at a summer therapeutic camp used a single subject multiple baseline across participants research design to evaluate the effects of contingent reinforcement utilizing both a variable-interval (VI) 5-minute variable-interval Differential Reinforcement of Other behaviors (VDRO) schedule of reinforcement and a VI 5-minute momentary DRO (MDRO) schedule of reinforcement, combined with token delivery and response cost procedure on increasing compliance and decreasing disruptive behaviors for three, 8-year old males with developmental disabilities. Results are discussed in light of the positive role summer therapeutic camps may play for students with autism spectrum disorder (ASD), and the critical role teachers and staff play in precisely delivering evidenced-based practices, especially in more non-traditional, community-centered educational settings.

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Section: Importance Of the Problem And Relevant Scholarshipmentioning

confidence: 97%

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

Quinn¹,

Nowosielski²,

Kitchen³

et al. 2014

JEL

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“…Se ha considerado que el estudio de la FI tiene implicancias tanto prácticas como teóricas (Barnett et al, 2014). A nivel práctico, permite estimar los esfuerzos que deben ponerse en la implementación en el mundo real (Dupaul, 2009;Schulte et al, 2009), y a nivel teórico, la FI permite comprobar la validez de los resultados (Gresham, Gansle, Noell, Cohen y Rosenblum, 1993).…”

Section: Fidelidad De La Implementaciónunclassified

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

Rojas-Andrade

Leiva

Vargas³

et al. 2017

Psy. intervention

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El propósito de esta investigación fue examinar los efectos de la fidelidad de la implementación sobre los resultados de una intervención en salud mental escolar. A través de un diseño de investigación pretest/postest se evaluó la desadaptación escolar a 1,414 estudiantes chilenos de 510 escuelas participantes de un taller preventivo selectivo realizado por 94 equipos psicosociales del programa Habilidades para la Vida. Por su parte, la fidelidad (dosis recibidas por los padres, profesores y estudiantes; pertinencia de la intervención, compromiso directivo, adherencia y satisfacción laboral) fue medida a través de los productos permanentes completados por los equipos durante el período de ejecución del taller y relacionada con los resultados mediante un análisis multinivel. Se encontró una alta fidelidad en los componentes implementados, a excepción de la adherencia (29.8%) y la dosis recibida por los padres (50.1%). Se logró evidenciar que los resultados varían principalmente a nivel del estudiante y que están relacionados con la cantidad de sesiones a las que asisten y con la pertinencia de la intervención para ellos. Se discute la importancia de considerar el contexto relacional en la implementación de intervenciones en el mundo real hispanoamericano.

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“…Reviews of school-based intervention research demonstrate an incomplete, but increasing level of reporting treatment fidelity data in research. For example, in a review of four school psychology journals from 1995 to 2008, only 50.2% of intervention studies included treatment fidelity data (Sanetti, Gritter, & Dobey, 2011), and a review of six school psychology and behavior analysis journals from 2005 to 2012 found 70.30% of studies reported data (Barnett et al, 2014). In a survey, 100% of practicing school psychologists endorsed treatment fidelity as a key component of intervention success, but only 7% of school psychologists reported always collecting treatment fidelity data in their one-to-one consultation (Cochrane, Sanetti, & Minster, 2019).…”

mentioning

confidence: 99%

“…Furthermore, no school psychologists indicated that their multi-tiered systems of support teams always collected treatment fidelity data to inform decisions about student response to interventions (Cochrane et al, 2019). One reason reported for inconsistent treatment fidelity assessment is limited empirical guidance about how to develop a treatment fidelity assessment tool and plan data collection (Barnett et al, 2014; Sanetti & DiGennaro Reed, 2012).…”

mentioning

confidence: 99%

Exploring the Influences of Assessment Method, Intervention Steps, Intervention Sessions, and Observation Timing on Treatment Fidelity Estimates

Collier‐Meek

Sanetti

Fallon

et al. 2019

Assessment for Effective Intervention

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Treatment fidelity data are critical to evaluate intervention effectiveness, yet there are only general guidelines regarding treatment fidelity measurement. Initial investigations have found treatment fidelity data collected via direct observation to be more reliable than data collected via permanent product or self-report. However, the comparison of assessment methods is complicated by the intervention steps accounted for, observation timing, and intervention sessions accounted for, which may impact treatment fidelity estimates. In this study, we compared direct observation and permanent product data to evaluate these varied assessment and data collection decisions on treatment fidelity data estimates in three classrooms engaged in a group contingency intervention. Findings revealed that treatment fidelity estimates, in addition to being different across assessment method, are, in fact, different depending on the intervention steps assessed, intervention sessions accounted for, and observation timing. Implications for treatment fidelity assessment research, reporting in intervention research broadly, and implementation assessment in practice are described.

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Methods Used to Document Procedural Fidelity in School-Based Intervention Research

Cited by 29 publications

References 40 publications

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

Exploring the Influences of Assessment Method, Intervention Steps, Intervention Sessions, and Observation Timing on Treatment Fidelity Estimates

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