Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?

Gresham, Frank M.; MacMillan, Donald L.; Beebe-Frankenberger, Margaret; Bocian, Kathleen M.

doi:10.1207/sldrp1504_4

Cited by 261 publications

(256 citation statements)

References 25 publications

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“…80 Historically, EI providers have not developed systems and programs that document the fidelity of the intervention provided to families and children. A quality EI program should have a process for continuous improvement.…”

Section: Rationalementioning

confidence: 99%

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

Muse¹,

Harrison²,

Yoshinaga-Itano³

et al. 2013

Pediatrics

185

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PREFACEThis document is a supplement to the recommendations in the year 2007 position statement of the Joint Committee on Infant Hearing (JCIH) 1 and provides comprehensive guidelines for early hearing detection and intervention (EHDI) programs on establishing strong early intervention (EI) systems with appropriate expertise to meet the needs of children who are deaf or hard of hearing (D/HH).EI services represent the purpose and goal of the entire EHDI process. Screening and confirmation that a child is D/HH are largely meaningless without appropriate, individualized, targeted and high-quality intervention. For the infant or young child who is D/HH to reach his or her full potential, carefully designed individualized intervention must be implemented promptly, utilizing service providers with optimal knowledge and skill levels and providing services on the basis of research, best practices, and proven models.The delivery of EI services is complex and requires individualization to meet the identified needs of the child and family. Because of the diverse needs of the population of children who are D/HH and their families, well-controlled intervention studies are challenging. At this time, few comparative effectiveness studies have been conducted. Randomized controlled trials are particularly difficult for ethical reasons, making it challenging to establish causal links between interventions and outcomes. EI systems must partner with colleagues in research to document what works for children and families and to strengthen the evidence base supporting practices.Despite limitations and gaps in the evidence, the literature does contain research studies in which all children who were D/HH had access to the same well-defined EI service. These studies indicate that positive outcomes are possible, and they provide guidance about key program components that appear to promote these outcomes. This EI services document, drafted by teams of professionals with extensive expertise in EI programs for children who are D/HH and their families, relied on literature searches, existing systematic reviews, and recent professional consensus statements in developing this set of guidelines (eg, refs 2 and 3;

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Section: Rationalementioning

confidence: 99%

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

Muse¹,

Harrison²,

Yoshinaga-Itano³

et al. 2013

Pediatrics

185

View full text Add to dashboard Cite

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“…Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered (Gresham, MacMillan, Beebe-Frankenberger, & Bocian, 2000).…”

Section: Relating the Discussion To Audiencesmentioning

confidence: 99%

“…Sanetti and Kratochwill, (2009) state, "The rapid and widespread deployment of RTI/MTSS…has made urgent the need for researchers and practitioners to attend to treatment fidelity" (p. 452). Fidelity of implementation is an important predictor of student outcomes (Kratochwill, Volpiansky, Clements, & Ball, 2007) and yet minimal attention has been dedicated to treatment fidelity (Gresham, Gansle, &Noell, 1993;Gresham, MacMillan, Beebe-Frankenberger, & Bocian, 2000; McIntyre, Gresham, DiGennaro, & Reed, 2007). As a result, it is important to continue to examine the fidelity aspect of RTI/MTSS.…”

Section: Justificationmentioning

confidence: 99%

“…If procedural fidelity is not monitored, it is difficult to demonstrate a functional relationship between changes in the target behavior and the intervention (Gresham, 2004;Gresham, MacMillan, Beebe-Frankenberger & Bocian, 2000).…”

Section: Progress Monitoringmentioning

confidence: 99%

“…Fidelity of implementation is defined as the implementation of a practice or program as intended by the researchers or developers (IRIS, 2006;Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008;Burns, Appleton, & Stehouwer, 2005;Gresham, MacMillan, Beebe-Frankenberger, & Bocian, 2000). Fidelity of implementation requires teachers to execute the strategic interventions in a consistent manner the way the developers designed the program to be carried out.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Maniglia¹

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In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion.Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.

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Psychological Assessment in School Settings

Braden¹

2003

Handbook of Psychology

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Psychological assessment in school settings is distinguished from psychological assessment in other settings according to populations (e.g., students, teachers), problems (e.g., academic, social), procedures (e.g., consultation, instruction), and the setting in which assessment and intervention occurs. The purposes driving psychological assessment in schools (i.e., screening, diagnosis, intervention, evaluation, selection, and certification) are reviewed. Following this review, the current status and practice of psychological assessment in schools is described (i.e., interviews and record reviews, observational systems, checklists and self‐report techniques, projective techniques, standardized tests, and response‐to‐intervention approaches). Assessment of academic achievement is given special attention in this chapter, in relation to psychoeducational diagnosis, and in relation to the increasing use of academic achievement assessments in educational accountability and standards‐based educational reforms. The chapter concludes with a prognostication about the future of psychological assessment in schools related to four key themes: (1) aligning assessment to scientific and technical advances, (2) aligning assessment to educational standards, (3) accommodating diverse learners in assessment, and (4) the utility of assessment for intervening with students.

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Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?

Cited by 261 publications

References 25 publications

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Psychological Assessment in School Settings

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