Treatment Integrity Problem Solving

This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

This article examines the evidence-based practice decision-making heuristic in the broader context of clinical decision making.

Dane and Schneider propose treatment integrity as a multi-dimensional construct and describe five dimensions that constitute the construct.

The impact of an intervention is influenced by how well it fis into the context of a classroom.  This paper suggests a number of variables to consider and how they might be measured prior to the development of an intervention.

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

Presentation by Wing Institute with goals: Make the case that treatment integrity monitoring is a necessary part of service delivery; describe dimensions of treatment integrity; suggest methods for increasing treatment integrity; place treatment integrity within systems framework . 

Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

The usual approach to determining if an intervention is effective for a student is to review student outcome data; however, this is only part of the task. Student data can only be understood if we know something about how well the intervention was implemented. Student data without treatment integrity data are largely meaningless because without knowing how well an intervention has been implemented, no judgments can be made about the effectiveness of the intervention. Poor outcomes can be a function of an ineffective intervention or poor implementation of the intervention. Without treatment integrity data, there is a risk that an intervention will be judged as ineffective when, in fact, the quality of implementation was so inadequate that it would be unreasonable to expect positive outcomes.

For the best chance of producing positive educational outcomes for all children, two conditions must be met: (a) adopting effective empirically supported (evidence-based) practices and (b) implementing those practices with sufficient quality that they make a difference (treatment integrity)

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.

The first purpose of this review is to assess the impact of implementation on program outcomes, and the second purpose is to identify factors affecting the implementation process.

This paper summarizes survey results about the acceptability of different methods for monitoring treatment integrity and performance feedback.

The authors assessed the contribution of self-regulated learning strategies (SRL), when
combined with problem-solving transfer instruction (LS Fuchs et al., 2003), on 3rd-graders'
mathematical problem solving. SRL incorporated goal setting and self-evaluation.

Technical issues (specification of treatment components, deviations from treatment protocols and amount of behavior change, and psychometric issues in assessing Treatment Integrity) involved in the measurement of Treatment Integrity are discussed.

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

Used a direct observation-based approach to identify behavioral conditions in sending (i.e., special education) and in receiving (i.e., regular education) classrooms and to identify targets for intervention that might facilitate mainstreaming of behavior-disordered (BD) children.

This book provides research as well as case studies of successful professional development strategies and practices for educators.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

This book examines the use of video recording to to improve teacher performance. The book shows how every classroom can easily benefit from setting up a camera and hitting “record”.  

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.

This book looks at how new ideas spread via communication channels over time. Such innovations are initially perceived as uncertain and even risky. To overcome this uncertainty, most people seek out others like themselves who have already adopted the new idea. Thus the diffusion process typically takes months or years. But there are exceptions: use of the Internet in the 1990s, for example, may have spread more rapidly than any other innovation in the history of humankind. 

This paper reviews options for treatment integrity measurement emphasizing how direct behavior rating technology might be incorporated within a multi-tiered model of intervention delivery.

The authors reviewed all intervention studies published in the Journal of Positive Behavior Interventions between 1999-2009 to determine the percent of those studies that reported a measure of treatment integrity. Slightly more than 40% reported a measure of treatment integrity.

The authors reviewed four school psychology journals between 1995-2008 to estimate the percent of intervention studies that reported some measure of treatment integrity. About 50% reported a measure of treatment integrity.

This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. The book provides administrators with practical strategies to maximize the impact of professional development. 

Inattention to treatment integrity is a primary factor of failure during implementation. Treatment integrity is defined as the extent to which an intervention is executed as designed, and the accuracy and consistency with which the intervention is implemented 

A summary of the available studies accumulated over the past 40 years on a key education driver, teacher competencies offers practical strategies, practices, and rules to guide teachers in ways to improve instruction that improves student performance and the quality of the work experience.

The present study was conducted to investigate the relationship between training procedures and treatment integrity. 

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.