Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education

Gersten, Russell; Fuchs, Lynn S.; Compton, Donald L.; Coyne, Michael D.; Greenwood, Charles R.; Innocenti, M. S.

doi:10.1177/001440290507100202

Cited by 797 publications

(996 citation statements)

References 15 publications

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“…We use the term "procedural fidelity" in this article to reference teachers' procedural skill (see Sun, Merrill, & Peterson, 2001) in implementing a new curriculum, that is, the ability to implement lesson plans as they are intended. In educational research, implementation of manualized curricula or instructional approaches often utilizes measures of procedural fidelity to ensure they are implemented as intended (e.g., Justice & Ezell, 2002;Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Reid & Lieneman, 2006;Wasik et al, 2006); inclusion of procedural fidelity measures are considered an "essential quality" for intervention research (Gersten et al, 2005), including research on preschool curricula implementation (e.g., Preschool Curriculum Evaluation Research Consortium; see http://pcer.rti.org). Within practice, procedural fidelity measures are increasingly used to determine whether teachers are using adopted programs as intended, particularly those that are considered to be "scientifically based" and for which procedural fidelity might be a key moderator of pupil outcomes (see Glenn, 2006).…”

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confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy 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 ear...

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mentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

510

298

View full text Add to dashboard Cite

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“…However, when possible, two raters were used to generate an agreement for the final score. In addition, all raters used the same manual and had received training on the fidelity instrument (Gersten et al, 2005).…”

Section: Limitationsmentioning

confidence: 99%

“…Future projects of this type should use measures of treatment integrity for training and perhaps rotate training personnel across conditions (Gersten et al, 2005). Further, future data collection processes should account for differences in ODR data collection systems by clearly analyzing reliability procedures across schools.…”

Section: Future Directions and Next Stepsmentioning

confidence: 99%

Developing Buy-In for Positive Behavior Support in Secondary Settings

Bohanon

2014

Preventing School Failure: Alternative Education for Children a

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Based on the implementation of school-wide positive behavior supports (SWPBS) in high schools, the current study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing SWPBS. The effectiveness of the two additional items was investigated using two treatment schools and two comparison schools. The hypothesis was that schools with enhanced support would implement SWPBS better and student office discipline referrals (ODRs) would drop due to the better implementation. Overall, the results showed the treatment schools improved in fidelity and demonstrated significant improvement in numbers of ODRs. In contrast, both comparison schools decreased in fidelity and none demonstrated significant changes in ODRs.Suggestions for practice and future research are provided.

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“…A preocupação com procedimentos sustentados por evidências de efetividade tem também recebido atenção, em anos recentes, no contexto da Educação Especial (Brantlinger, Jumenez, Pugach & Richardson, 2005;Gersten, Fuchs, Coyne, Greenwood & Innocenti. 2005;Thompson, Diamond, McWilliam, Snyder & Snyder, 2005).…”

Section: Clinical Significance and Reliable Change In Evaluatingunclassified

Significância clínica e mudança confiável na avaliação de intervenções psicológicas

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2008

Psic.: Teor. e Pesq.

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RESUMO -As evidências da efetividade de qualquer intervenção psicológica baseiam-se na demonstração de sua validade interna e externa, usualmente efetuadas por meio de estatística inferencial. Uma alternativa mais recentemente explorada, especialmente no âmbito da pesquisa em psicoterapia, é a demonstração da confiabilidade e significância clínica das mudanças. Dentre os métodos utilizados na produção desses indicadores, destaca-se o desenvolvido por Jacobson e Truax (1991), mais conhecido como "Método JT", ainda com limitada divulgação em nosso meio. Este estudo apresenta, resumidamente, a racional desse método e algumas questões metodológicas e práticas pertinentes ao uso desse método, exemplificando sua aplicabilidade no tratamento de dados de uma intervenção fictícia.Palavras-chave: Método JT; validade interna; validade externa; psicoterapia; intervenção psicoeducacional. Clinical Significance and Reliable Change in EvaluatingPsychological Interventions ABSTRACT -The evidences of the effectiveness of any psychological intervention requires the demonstration of its internal and external validity, what is usually made by inferential statistical methods. An alternative, more recently explored, especially in the realm of the psychotherapeutic processes, is based on indexes of reliability and clinical significance of the changes. Among the methods used to produce these indexes, it is highlighted that one developed by Jacobson and Truax (1991), known as "JT Method", still rare in the Brazilian psychological research. This study briefly presents the rational and some methodological and practical issues concerned with this method, exemplifying its use in the data analysis of a fictitious intervention.Keywords: JT Method; internal validity; external validity; psychotherapy; psychoeducational intervention. A preocupação com a efetividade dos atendimentos psicológicos é pertinente tanto aos profissionais que atuam em diferentes campos, quanto à clientela atendida, especialmente considerando-se o contexto atual de reconhecimento (inclusive legal) dos direitos do consumidor e de consolidação de uma cultura de avaliação sobre a prestação de serviços. Esse contexto avaliativo, presente na cultura da maioria dos países desenvolvidos, cria o desafio de um progressivo aperfeiçoamento dos procedimentos e práticas que subsidiam a formação e a atuação dos profissionais e técnicos.Na Psicologia, e particularmente no campo da psicoterapia (Estados Unidos, Canadá e Europa), pode-se identificar, nos últimos vinte anos, um investimento crescente em métodos e critérios para avaliar a efetividade das práticas clínicas e para identificar procedimentos efetivos (Levant, 2005). A preocupação com procedimentos sustentados por evidências de efetividade tem também recebido atenção, em anos recentes, no contexto da Educação Especial (Brantlinger, Jumenez, Pugach & Richardson, 2005;Gersten, Fuchs, Coyne, Greenwood & Innocenti. 2005;Thompson, Diamond, McWilliam, Snyder & Snyder, 2005).Ainda que, idealmente, a formação universitária deva habilit...

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Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education

Cited by 797 publications

References 15 publications

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Developing Buy-In for Positive Behavior Support in Secondary Settings

Significância clínica e mudança confiável na avaliação de intervenções psicológicas

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