The Effect of Treatment Integrity on Student Achievement


Book Description

Previous research suggests that repeated reading interventions improve student reading rate (Strong, Wehby, Falk, & Lane, 2004; Welsch, 2006; Yurick, 2006). However, little research exists in the literature regarding the degree to which the intervention must be implemented in order to obtain positive student outcomes. The current study used a repeated reading intervention at varying levels of treatment integrity with 16 second grade students identified as struggling readers in a quasi-experimental design. The repeated reading intervention was applied to three groups of students at either: 100%, 80%, or 60% integrity, and the results were compared to students in a control group. Three out of four students receiving the intervention at 100% integrity demonstrated positive g-index scores. Only half of students in the 80% and 60% groups, and none of the students in the control group achieved positive g-index scores. Potential implications, suggestions for future research, and limitations are included.







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.







The Impact of Performance Feedback on Treatment Integrity and Outcomes for a Class-wide Peer Tutoring Reading Intervention


Book Description

To improve reading proficiency, evidence-based interventions need to be implemented with integrity in schools. Using a multiple baseline single case design, this study examined the impact of performance feedback from consultants on treatment integrity and student outcomes for Peer Assisted Learning Strategies, an evidence-based, standard protocol, class-wide peer tutoring intervention. Participants were four grade 2 to 5 general education teachers and the students in their classes. Results showed a functional relationship between performance feedback and treatment integrity, including higher treatment integrity of core intervention components. Reading growth rates appeared to have increased, but changes were not statistically significant. Overall, teachers rated the performance feedback procedure and PALS positively. Limitations of the study, implications for practice, and directions for future research are discussed.




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







The Relationship Between Treatment Integrity and Treatment Acceptability Across Two Consultation Models


Book Description

The present study examined the relationship between treatment integrity and treatment acceptability across two consultation models. Participants included 161 first through fourth grade students who met research criteria for ADHD and had academic difficulties and their general and/or special education teachers. Academic interventions were developed through individualized, data-driven consultation or generic, menu-based consultative services and implemented in the students' classrooms. Treatment integrity data were collected through direct observation during the intervention period, and teachers rated treatment acceptability at the conclusion of the intervention phase. Results suggested a moderate, positive relationship between treatment integrity and treatment acceptability for reading interventions for both consultation groups and a negative relationship between these variables for math interventions for the group receiving individualized, data-driven consultation. Additionally, there was a significant difference in treatment integrity between consultation groups; however, there were no significant differences in treatment acceptability between groups. Finally, there was no effect of type of intervention (e.g., teacher- vs. other-mediated strategies) on treatment acceptability, and there was a small, negative relationship between students' baseline reading and mathematics achievement and treatment acceptability scores. Implications for practice and future research are discussed.




Fostering Integrity in Research


Book Description

The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support â€" or distort â€" practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices.