Treatment Integrity


Book Description

Treatment integrity is the extent to which an intervention is implemented as its originators intended. The book presents the latest thinking on how treatment integrity contributes to evidence-based practice in educational, community, and healthcare settings. Authoritative and up to date, this volume is a much-needed resource for all professionals supervising, providing, or evaluating intervention services, including researchers and practitioners in clinical, counseling, and school psychology; child and adolescent psychiatry; social work; communication disorders; special and general education; program evaluation; and educational leadership.




Handbook of Evidence-Based Interventions for Children and Adolescents


Book Description

A step-by-step resource for treating more than 40 prevalent issues with proven strategies This comprehensive handbook for evidence-based mental health and learning interventions with children and adolescents is distinguished by its explicit yet concise guidance on implementation in practice. With a compendium of proven strategies for resolving more than 40 of the most pressing and prevalent issues facing young people, the book provides immediate guidance and uniform step-by-step instructions for resolving issues ranging from psychopathological disorders to academic problems. Busy academics, practitioners, and trainees in schools and outpatient clinical settings will find this resource to be an invaluable desktop reference for facilitating well-informed decision-making. Unlike other volumes that ignore or merely reference the evidence base of various interventions, this book focuses on providing immediate, empirically supported guidance for putting these strategies into direct practice. Issues covered include crisis interventions and response, social and emotional issues, academic/learning issues, psychopathological disorders, neuropsychological disorders, and the behavioral management of childhood health issues. Each chapter follows a consistent format including a brief description of the problem and associated characteristics, etiology and contributing factors, and three evidence-based, step-by-step sets of instructions for implementation. Additionally, each chapter provides several websites offering further information about the topic. Featuring contributions from leading scholars and practitioners on each issue covered, this book will be a valuable resource for child clinical and school psychologists, counselors, social workers, and therapists as well as other health and mental health professionals whose primary practice is with children and adolescents. Key Features: Demonstrates step-by-step, evidence-based interventions for more than 40 common childhood issues Provides treatment procedures that can be immediately put into practice Covers a wide range of mental health and academic/learning issues for children and adolescents Relevance for both school-based and clinically-based practice Includes contributions by noted experts in the field




Measuring Treatment Integrity


Book Description

The issue of treatment fidelity has been a concern in the field of evaluation research. Nearly three decades ago, Cook and Campbell (1975) outlined four types of validity that may influence treatment outcomes. Defining these validity measures has since prompted researchers to closely examine potential threats within the context of program evaluation. Related to Cook and Campbell's concept of construct validity, Sechrest and associates (1979) identified two complications that could further impact evaluation research. These complications involve the strength and integrity of treatment, and their associated implications on construct validity. The purpose of this study was to assess the delivery, receipt, and adherence of the CRI treatment implemented in the four Kanawha County schools. In creating a model for assessing treatment implementation, Lichstein, Riedel, and Grieve (1994) posit that there are three components in their model. Delivery assessment inspects how the treatment was delivered and the factors that enhanced or hindered delivery of the treatment. Receipt assessment examines whether the intended audience was able to understand the information that was provided to them. Adherence assessment examines whether the clients? receipt of the treatment will effect them; enactment looks at whether clients adhere to the directives and change behaviors. This study was designed to provide a viable test of the evaluation of an educational intervention employing a set of multiple components and multiple methods. These various components and methods for assessing the integrity of the intervention were suggested by Lichstein, Riedel, and Grove.




Treatment Integrity in Positive Behavior Support Plans


Book Description

This study examined the effects of adding a treatment integrity component to the Positive Behavior Support Plans (PBSP) of several elementary and middle school students. Single-case design was used to measure student levels of behavior change and concurrent multiple baseline across subjects design was used to measure interventionists' adherence to the PBSP. During baseline, progress monitoring was conducted using the Treatment Integrity Checklist while the treatment condition consisted of an additional performance feedback component. The participants also completed a survey to measure social validity. Results showed significantly higher rates of student engagement in replacement behaviors and moderately lower rates of engagement in target behaviors across all participants during the treatment phase. The intervention also resulted in significantly higher adherence to PBSPs across all participants. A functional relationship between high levels of treatment integrity and positive changes in student behavior levels was also demonstrated. Results of the social validity survey indicated that the intervention was useful, valuable, and successful in measuring and increasing treatment integrity.




Motivational Interviewing, Second Edition


Book Description

This bestselling work has introduced hundreds of thousands of professionals and students to motivational interviewing (MI), a proven approach to helping people overcome ambivalence that gets in the way of change. William R. Miller and Stephen Rollnick explain current thinking on the process of behavior change, present the principles of MI, and provide detailed guidelines for putting it into practice. Case examples illustrate key points and demonstrate the benefits of MI in addictions treatment and other clinical contexts. The authors also discuss the process of learning MI. The volume’s final section brings together an array of leading MI practitioners to present their work in diverse settings.




Supporting Successful Interventions in Schools


Book Description

Machine generated contents note: I. Fundamentals 1. Introduction to Intervention Implementation 2. Overview of Implementation Support and Evaluation within a Problem-Solving Model II. Evaluation of Intervention Fidelity and Learner Outcomes 3. Intervention Fidelity Data Collection 4. Data-Based Decision Making: Considering Intervention Fidelity and Learner Outcomes Data III. Implementation Support Strategies 5. Implementation Planning 6. Direct Training 7. Participant Modeling and Role Play 8. Self-Monitoring 9. Motivational Interviewing 10. Performance Feedback IV. Putting It All Together 11. Managing Implementation Supports to Improve Student Achievement, with Ashley M. Boyle.







Intervention Research


Book Description

2012 First Place AJN Book of the Year Award Winner in Nursing Research! "This is a resource for success and should be a part of any researcher's library."--Doody's Medical Reviews This book is a practical, user-friendly guide for health care researchers across multiple disciplines who are involved in intervention research. It provides all of the essential elements needed for understanding how to design, conduct, analyze, and fund intervention studies that are replicable and can withstand the scrutiny of the Institutional Review Board and peer review. Developed from an annual continuing education workshop on intervention studies conducted by Dr. Melnyk, this text is the most comprehensive body of information available on this topic. Contributors address the design of interventions that are ethically considerate and sensitive to culture, race/ethnicity, and gender, minimizing threats to external and internal validity, measurement, and budgeting. The guide explores such implementation issues as subject recruitment and retention, data management, and specialized settings, cost analysis, and explaining intervention effects. The text also guides readers in writing grant applications that fund , and addresses how to move intervention study findings into the real world. A unique addition to the book is the availability of digital examples of progress reports, final reports, and research grant applications that have received funding from the National Institutes of Health and other relevant organizations. This text is a valuable resource for all health care professionals conducting research and for doctoral students in health care studies. Key Features: Presents the essential tools for designing, conducting, analyzing, and funding intervention studies Designed for use by health care professionals conducting intervention research Provides comprehensive, accessible guidelines for doctoral students across all health care disciplines Instructs readers on writing grant applications that fund Includes digital examples of funded research grants, progress reports, and final reports




Teachers' Perceptions of Treatment Integrity Measures Within a Response to Intervention Framework


Book Description

The purpose of this qualitative case study was to examine teachers' perceptions of treatment integrity measures within a Response to Intervention (RTI) framework for reading. Direct observations and teacher self-reports were the two methods of measuring treatment integrity investigated. Further research on treatment integrity is warranted, especially as Pennsylvania school districts begin to implement RTI as a means for special education eligibility purposes. Districts cannot guarantee what they do not monitor (Schmoker, 2006). As a result, in order to ensure the implementation of interventions when considering a student's eligibility for a specific learning disability (SLD), the need to develop fidelity measures and a system of measuring treatment integrity is pivotal (Cochrane & Castle, 2006; Kovaleski & Prasse, 2004). Sanetti and Kratochwill (2009) noted interventions within an RTI framework must be implemented with high treatment integrity and documented or else this latest initiative will be in jeopardy of resorting back to the traditional practice of the IQ-Achievement discrepancy and students having to wait to fail before benefiting from special education services. The current study theorized that understanding teachers' perceptions of RTI and their insights on various treatment integrity measures may increase the acceptability and utilization of fidelity checks, resulting in possibly higher intervention integrity and the potential for greater student outcomes. Analysis of the data revealed participants' overall positive perceptions of using an RTI framework for reading. Similarly, participants' perceived both the direct observations and self-reports as adequate methods of assessing fidelity within an RTI framework. Six factors of assessing treatment integrity emerged which contributed to better acceptability and sustainability from teachers.




Treatment Integrity in Treatment Outcome Research


Book Description

Treatment integrity refers to the degree to which an intervention is implemented as intended. This book examines the adequacy of treatment integrity procedures in randomized controlled trials of psychosocial interventions and evaluates the associated factors. Results indicate that investigations that systematically implement treatment integrity procedures are virtually lacking in the literature. Skill-building treatments (e.g., cognitive-behavioral) as compared to non skill-building interventions (e.g., psychodynamic) were implemented with higher attention to integrity. Treatment integrity was addressed to a greater degree when interventions were evaluated using a treatment manual. Implications of the obtained results for psychotherapy research and practice, recommendations for improving how integrity is addressed, as well as guidelines on treatment integrity procedures are discussed. Further, this book includes a measure for assessing the adequacy of treatment integrity procedures and a rater manual.