Treatment Integrity

All Research

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SYNOPSIS
CITATION
Increasing Pre-service Teachers' Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior.

This study evaluated the effects of performance feedback to increase the implementation of skills taught during in-service training.

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior. Journal of Behavioral Education, 19(2), 169-183.

Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior

Significant dollars are spent each school year on professional development programs to improve teachers’ effectiveness. This study assessed the integrity with which pre-service teachers used a differential reinforcement of alternate behavior (DRA) strategy taught to them during their student teaching experience.

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavioral Education, 19(2), 169-183.

The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners.

This study evaulates the effects of performance feedback as part of proffessional development across three studies.

Barton, E. E., Pribble, L., & Chen, C.-I. (2013). The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners. Journal of Early Intervention, 35(3), 270-297.

Putting the pieces together: An Integrated Model of program implementation

One of the primary goals of implementation science is to insure that programs are implemented with integrity.  This paper presents an integrated model of implementation that emphasizes treatment integrity.

Berkel, C., Mauricio, A. M., Schoenfelder, E., Sandler, I. N., & Collier-Meek, M. (2011). Putting the pieces together: An Integrated Model of program implementation. Prevention Science, 12, 23-33.

Using performance feedback to enhance implementation fidelity of the problem-solving team process

This study investigated the effects of performance feedback as a means for increasing the integrity of problem-solving teams following a decision protocol.

Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46(5), 537-550. 

Graphical Feedback to Increase Teachers' Use of Incidental Teaching.

Incidental teaching is often a component of early childhood intervention programs.  This study evaluated the use of grahical feedback to increase the use of incidental teaching.

Casey, A. M., & McWilliam, R. A. (2008). Graphical Feedback to Increase Teachers’ Use of Incidental Teaching. Journal of Early Intervention, 30(3), 251-268. 

The impact of checklist-based training on teachers' use of the zone defense schedule.

One of the challenges for increasing treatment integrity is finding effective methods for doing so.  This study evaluated the use of checklist-based training to increase treatment integrity.

Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44(2), 397-401. 

Using Performance Feedback To Decrease Classroom Transition Time And Examine Collateral Effects On Academic Engagement.

This study evaluated the impact of performance feedback on how well problem-solving teams implemeted a structured decision-making protocal.  Teams performed better when feedback was provided.

Codding, R. S., & Smyth, C. A. (2008). Using Performance Feedback To Decrease Classroom Transition Time And Examine Collateral Effects On Academic Engagement. Journal of Educational & Psychological Consultation, 18(4), 325-345. Retrieved from http://content.epnet.com/ContentServer.asp?T=P&P=AN&K=35383935&EbscoContent=dGJyMNXb4kSeprY4zdnyOLCmr0yep7VSr6m4Ta6WxWXS&ContentCustomer=dGJyMOzprk%2BvqrdPuePfgeyx%2BEu3q64A&D=eue

 

Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans.

This study investigated the effects of performance feedback to increase treatment integrity.

Codding, R. S., Feinberg, A. B., & Dunn, E. K. (2005). Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans. Journal of Applied Behavior Analysis, 38(2), 205-219. 

 

Using Performance Feedback to Improve Treatment Integrity of Classwide Behavior Plans: An Investigation of Observer Reactivity

This study evaluated the effects of performance feedback in increasing treatment integrity.  It also evaluated the possible reactivitiy effects of being observed.

Codding, R. S., Livanis, A., Pace, G. M., & Vaca, L. (2008). Using Performance Feedback to Improve Treatment Integrity of Classwide Behavior Plans: An Investigation of Observer Reactivity. Journal of Applied Behavior Analysis, 41(3), 417-422. 

 

The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities.

This study evaluated the effects of video modeling on staff implementation of a problem solving intervention.

Collins, S., Higbee, T. S., & Salzberg, C. L. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of applied behavior analysis, 42(4), 849-854.

Test Driving Interventions to Increase Treatment Integrity and Student Outcomes.

This study evaluated the effects of allowing teachers to “test drive” interventions and then select the intervention they most preferred.  The result was an increase in treatment integrity.

Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test Driving Interventions to Increase Treatment Integrity and Student Outcomes. School Psychology Review, 41(4), 467-481.

A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms.

This study comared the effects of goal setting about student performance and feedback about student performance with daily written feedback about student performance, feedback about accuracy of implementation, and cancelling meetings if integrity criterion was met. 

DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447-461. 

 

Increasing Treatment Integrity Through Negative Reinforcement: Effects on Teacher and Student Behavior

This study evaluated the impact of allowing  teachers to miss coaching meetings if their treatment integrity scores met or exceeded criterion.

DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing Treatment Integrity Through Negative Reinforcement: Effects on Teacher and Student Behavior. School Psychology Review, 34(2), 220-231.

Effects of video modeling on treatment integrity of behavioral interventions.

This study evaluated the effects of video modeling on how well teachers implemented interventions.  There was an increase in integrity but it remained variable.  More stable patterns of implementation were observed when teachers were given feedback about their peroformance.

Digennaro-Reed, F. D., Codding, R., Catania, C. N., & Maguire, H. (2010). Effects of video modeling on treatment integrity of behavioral interventions. Journal of Applied Behavior Analysis, 43(2), 291-295. 

 

Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance.

This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation.  Feedback improved poor implementation and maintained high level implementation.

Duhon, G. J., Mesmer, E. M., Gregerson, L., & Witt, J. C. (2009). Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance. Journal of School Psychology, 47(1), 19-37.

Sustaining fidelity following the nationwide PMTO™ implementation in Norway

This paper describes the scaling up and dissemination of a partent training program in Norway while maintaining fidelity of implementation.

Forgatch, M. S., & DeGarmo, D. S. (2011). Sustaining fidelity following the nationwide PMTO™ implementation in Norway. Prevention Science, 12(3), 235-246. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3153633

 

Establishing Treatment Fidelity in Evidence-Based Parent Training Programs for Externalizing Disorders in Children and Adolescents.
This review evaluated methods for improving treatment integrity based on the National Institutes of Health Treatment Fidelity Workgroup.  Strategies related to treatment design produced the highest levels of treatment integrity.  Training and enactment of treatment skills resulted in the lowest level of treatment integrity across the 65 reviewed studies.

Garbacz, L., Brown, D., Spee, G., Polo, A., & Budd, K. (2014). Establishing Treatment Fidelity in Evidence-Based Parent Training Programs for Externalizing Disorders in Children and Adolescents. Clinical Child & Family Psychology Review, 17(3).

Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention

This article evaluated the effects of response dependent feedback on accurate implementation of an intervention.  Whenever teachers failed to meet 100% accuracy criterion they were given feedback about their performance.

Gilbertson, D., Witt, J., Singletary, L., & VanDerHeyden, A. (2007). Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention. Journal of Behavioral Education, 16(4), 311-326.

Strategies for Improving Treatment Integrity in Organizational Consultation

Organizations house many individuals.  Many of them are responsible implementing the same practice.  If organizations are to meet their goal it is important for the organization have systems for assuring high levels of treatment integrity.

Gottfredson, D. C. (1993). Strategies for Improving Treatment Integrity in Organizational Consultation. Journal of Educational & Psychological Consultation, 4(3), 275. 

Treatment Integrity Assessment: How Estimates of Adherence, Quality, and Exposure Influence Interpretation of Implementation.

This study evaluated the differences in estimates of treatment integrity be measuring different dimensions of it.

Hagermoser Sanetti, L. M., & Fallon, L. M. (2011). Treatment Integrity Assessment: How Estimates of Adherence, Quality, and Exposure Influence Interpretation of Implementation. Journal of Educational & Psychological Consultation, 21(3), 209-232.

Increasing teacher treatment integrity of behavior support plans through consultation and Implementation Planning.

The paper describes the Implemenation Planning protocol as an approach for increasing treament integrity.

Hagermoser Sanetti, L. M., Collier-Meek, M. A., Long, A. C. J., Byron, J., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and Implementation Planning. Journal of School Psychology, 53(3). 

Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school.

This study evaluated the relative benefits of verbal feedback and verbal plus grahic feedback as a means for increasing treatment integrity.  The verbal plus graphic feedback was more effective than verbal feedback alone.

Hagermoser Sanetti, L. M., Luiselli, J. K., & Handler, M. W. (2007). Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school. Behav Modif, 31(4), 454-465. doi:10.1177/0145445506297583

 

The effects of observational feedback on treatment integrity in school-based behavioral consultation

This study examined the effects of performance feedback on treatment integrity.

Jones, K. M., Wickstrom, K. F., & Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12(4).

Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects.

This study evaluated the effects of an intensive training progam for paraeducators responsible for implementing a group contingency intervention for classroom behavior.

Maggin, D. M., Fallon, L. M., Hagermoser, S., Lisa M., & Ruberto, L. M. (2012). Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects. Behavioral Disorders, 38(1), 18-37.

The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention.

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 613-627. 

Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies.

This study compared the effects of discussing issues of implementation challenges and performance feedback on increasing the integrity of implementation. Performance feedback was more effective than discussion in increasing integrity.

Noell, G. H., & Witt, J. C. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33(3), 271.

Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education

This study contributes to the data-base on the use of performance feedback to increase treatment integrity.

Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education. School Psychology Review, 31(2), 217.

Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance

This study examined the impact of three levels of treatment integrity on students'
responding on mathematics tasks.

Noell, G. H., Gresham, F. M., & Gansle, K. A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of Behavioral Education, 11(1), 51-67.

Increasing teacher intervention implementation in general education settings through consultation and performance feedback

This study evaluated the impact of training on treatment integrity.  After finding that positive effects lasted 2-4 days, performance feedback was used to increase treatment integrity.

Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12(1).

Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies.

This study evaluated three approaches to behavioral consultation and their impact on treatment integrity.  Performance feedback was associated with superior treatment implementation and child behavioral outcomes.

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., . . . Duhon, G. J. (2005). Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies. School Psychology Review, 34(1), 87-106.

Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training.

This study evaluated the effects of a pyramidal training model to improve teachers’ implementation of functional analysis components.  An expert trained a group of teachers who then trained another group of teachers.  All teachers improved their ability to conduct functional analyses.

Pence, S., St., P., Claire, & Giles, A. (2014). Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training. Journal of Behavioral Education, 23(1), 132-149.

Effects of Supervisor Performance Feedback on Increasing Preservice Teachers' Positive Communication Behaviors With Students With Emotional and Behavioral Disorders.

This study evaluated the effects of performance feedback to pre-service teachers to increase their rates of positive and negative communication with students.

Rathel, J. M., Drasgow, E., & Christle, C. C. (2008). Effects of Supervisor Performance Feedback on Increasing Preservice Teachers’ Positive Communication Behaviors With Students With Emotional and Behavioral Disorders. Journal of Emotional & Behavioral Disorders, 16(2), 67-77.

Using Coaching to Support Teacher Implementation of Classroom-based Interventions.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

Reinke, W., Stormont, M., Herman, K., & Newcomer, L. (2014). Using Coaching to Support Teacher Implementation of Classroom-based Interventions. Journal of Behavioral Education, 23(1), 150-167.

Using Interventions That Exist in the Natural Environment to Increase Treatment Integrity and Social Influence in Consultation

It is proposed in this paper that interventions are most likely to be implemented when they draw from existing practices in a classroom.

Riley-Tillman, T. C., & Chafouleas, S. M. (2003). Using Interventions That Exist in the Natural Environment to Increase Treatment Integrity and Social Influence in Consultation. Journal of Educational & Psychological Consultation, 14(2), 139-156.

A preliminary analysis of the effects of coaching feedback on teacher implementation fidelity of First Step to Success

First Step to Success is an empirically supported intervention for young elementary school students that can be implemented by public school teachers with training. This study evaluated the effects of coaching feedback on teachers who not effectively implemented First Step following training.

Rodriguez, B. J., Loman, S. L., & Horner, R. H. (2009). A preliminary analysis of the effects of coaching feedback on teacher implementation fidelity of First Step to Success. Behavior Analysis in Practice, 2(2), 11-21.

Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

This paper describes a multi-tier system of supports for teachers as they implement an intervention.

Sanetti, L. M. H., & Collier-Meek, M. A.-. (2015). Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study. Psychology in the Schools, 52(8). 815-828

 

Treatment Integrity Assessment in the Schools: An Evaluation of the Treatment Integrity Planning Protocol.

This study evaluated the Treatment Integiry Planning Protocol as a means for increasing treatment integrity.

Sanetti, L. M. H., & Kratochwill, T. R. (2009). Treatment Integrity Assessment in the Schools: An Evaluation of the Treatment Integrity Planning Protocol. School Psychology Quarterly, 24(1), 24-35. 

An Evaluation of the Treatment Integrity Planning Protocol and Two Schedules of Treatment Integrity Self-Report: Impact on Implementation and Report Accuracy.

This paper describes treatment integrity assessment and intervention for practicing school psychologists.

Sanetti, L. M. H., & Kratochwill, T. R. (2011). An Evaluation of the Treatment Integrity Planning Protocol and Two Schedules of Treatment Integrity Self-Report: Impact on Implementation and Report Accuracy. Journal of Educational & Psychological Consultation, 21(4), 284-308. 

Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies.

This study evaluated four methods for teachers self reporting how well they implemented an intervention.

Sanetti, L. M. H., Chafouleas, S. M., O’Keeffe, B. V., & Kilgus, S. P. (2013). Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies. Canadian Journal of School Psychology, 28(3), 261-276. 

Using implementation planning to increase teachers' adherence and quality to behavior support plans

This paper evaluated the impact of Implementation Planning on teacher level of treatment integrity.

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers' adherence and quality to behavior support plans. Psychology in the Schools, 51(8), 879-895.

Increasing teacher treatment integrity through performance feedback provided by school personnel

If educational programs are to be effective they must be implemented with sufficient integrity to assure benefits. To have a significant impact on schools, solutions must be scalable. This study evaluated the effects of using existing school personnel to provide performance feedback to teachers regarding the quality of implementation.

Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50(2), 134-150.

Effects of Verbal and Graphic Performance Feedback on Behavior Support Plan Implementation in a Public Elementary School

This study evaluated the relative benefits of verbal feedback and verbal plus grahic feedback as a means for increasing treatment integrity.  The verbal plus graphic feedback was more effective than verbal feedback alone.

Sanetti, L. M. H., Luiselli, J. K., & Handler, M. W. (2007). Effects of Verbal and Graphic Performance Feedback on Behavior Support Plan Implementation in a Public Elementary School. Behavior Modification, 31(4), 454-465.

Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms.

This study utilized a “bug in the ear” device to provide immediate feedback on implementation of specific teaching practices.

Scheeler, M. C., Congdon, M., & Stansbery, S. (2010). Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms. Teacher Education & Special Education, 33(1).

Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior.

This paper describes the use of wireless technology to give feedback to students in a teacher prep program about their integrity of implementation.

Scheeler, M. C., McAfee, J. K., & Ruhl, K. L. (2006). Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior. Teacher Education & Special Education, 29(1).

The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature.

This study is a meta-analysis of studies using performance feedback to improve treatment integrity.  The overall result was that performance feedback had moderate effects on integrity.

Solomon, B., Klein, S. A., & Politylo, B. C. (2012). The Effect of Performance Feedback on Teachers’ Treatment Integrity: A Meta-Analysis of the Single-Case Literature. School Psychology Review, 41(2), 160-175.

Coaching Teachers' Use of Social Behavior Interventions to Improve Children's Outcomes: A Review of the Literature.

This is a systematic review of the  effects of coaching teachers to implement social behavior interventions.

Stormont, M., Reinke, W. M., Newcomer, L., Marchese, D., & Lewis, C. (2015). Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes: A Review of the Literature. Journal of Positive Behavior Interventions, 17(2).

Effects of Verbal and Graphed Feedback on Treatment Integrity.

This study evaluated the effects of graphed feedback alone compared to the effects of graphed feedback plus verbal feedback.  The combined graphed and verbal resulted in slightly better performance.

Zoder-Martell, K., Dufrene, B., Sterling, H., Tingstrom, D., Blaze, J., Duncan, N., & Harpole, L.-. (2013). Effects of Verbal and Graphed Feedback on Treatment Integrity. Journal of Applied School Psychology, 29(4).

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