The importance of treatment integrity: Examining the relationship between dosage and writing intervention outcomes.

Abstract

This study explored the relationship between 391 third-grade students' writing productivity and the amount of intervention dosage received over a 6-week period. In addition, the association between gender and the amount of intervention dosage received was examined. Results indicated that intervention dosage had a statistically significant relationship with students' writing productivity at the conclusion of intervention implementation. In addition, there was not a statistically significant difference in the amount of intervention dose received between female and male students. Notably, less intervention dosage may be indicative of higher rates of school absenteeism, which is associated with adverse academic outcomes. Implications and future research directions are discussed. Impact and ImplicationsThe present study suggests that the amount of writing intervention dosage received by students may have a significant association with their writing productivity at the conclusion of the intervention. This finding highlights the importance of examining dosage as it relates to intervention outcomes, including databased decision making within multitiered systems of support (MTSS), which has received limited empirical attention among school-based intervention studies.

You'll learn to love it? Examining the relationship between intervention dose and acceptability among third‐grade students

“…G*Power 3.1.9.7 (Faul et al, 2007) was used to perform an a priori power analysis for a hierarchical regression analysis with two predictors. The effect size for this analysis was based on a pilot investigation examining the impact of dosage on students' writing productivity (Maguire & Eckert, 2023) and was entered into the power analysis with the following parameters: f = 0.15, α = .05, power = 0.80. The power analysis result indicated that 68 participants were needed per regression analysis.…”