A Spotlight on Treatment Intensity: An Important and Often Overlooked Component of Intervention Inquiry

Codding, Robin S.; Lane, Kathleen Lynne

doi:10.1007/s10864-014-9210-z

Cited by 40 publications

(46 citation statements)

References 29 publications

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“…Other frequently suggested intervention‐related strategies involved adjusting the intervention dosage. When changes are needed during implementation, there is limited research‐based guidance for how to modify interventions while preserving essential components to promote student outcomes (Codding & Lane, ). In the absence of intervention‐specific, research‐based guidelines, practitioners are advised to use available research and theory alongside student data to make modifications.…”

Section: Discussionmentioning

confidence: 99%

Barriers to implementing classroom management and behavior support plans: An exploratory investigation

Collier‐Meek

Sanetti²,

Boyle³

2018

Psychology in the Schools

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Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation.

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Section: Discussionmentioning

confidence: 99%

Barriers to implementing classroom management and behavior support plans: An exploratory investigation

Collier‐Meek

Sanetti²,

Boyle³

2018

Psychology in the Schools

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“…Note that their work was across two studies and not a direct investigation of group size as an independent variable within a single study and that the results did not include an analysis of whether students maintained their gains (i.e., remained >25th percentile) at later time points. Despite mixed results related to group size and student outcomes, the interest in mechanisms to increase treatment intensity (Codding & Lane, 2015) within multitier systems of service delivery suggests that continued investigation into the role of group size and student outcomes is warranted.…”

Section: Treatment Intensity and Small Group Instructionmentioning

confidence: 99%

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Clarke¹,

Doabler

Kosty

et al. 2017

AERA Open

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This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two-vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two-and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.

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“…Respecto al implementador, la FI incluye: a) la adherencia, que se refiere al grado en que el interventor cumple o se apega a los componentes prácticos especificados (Schulte et al, 2009), y b) la calidad de la intervención, que se refiere al grado en que el interventor ejecuta las acciones de manera hábil, entusiasta y comprometida (Dane y Schneider, 1998;Low, van Ryzin, Brown, Smith y Haggerty, 2014). Asimismo, respecto al intervenido, la FI considera: a) la exposición a la intervención, que son las dosis de intervención (i.e., sesiones) recibidas según lo prescrito en la planificación (Codding y Lane, 2015); b) la receptividad de la intervención, que es el grado de relevancia o compromiso necesario de los participantes con la intervención (Schulte et al, 2009), y c) la pertinencia, que es el grado en que una intervención se ajusta a las necesidades específicas del estudiante. De esta forma, la FI propone que, en la medida que se implementen los pasos establecidos de manera competente en las dosis necesarias a los participantes pertinentes y comprometidos, la intervención debería ser exitosa si el modelo teórico de base es correcto.…”

Section: Fidelidad De La Implementaciónunclassified

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

Rojas-Andrade

Leiva

Vargas³

et al. 2017

Psy. intervention

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El propósito de esta investigación fue examinar los efectos de la fidelidad de la implementación sobre los resultados de una intervención en salud mental escolar. A través de un diseño de investigación pretest/postest se evaluó la desadaptación escolar a 1,414 estudiantes chilenos de 510 escuelas participantes de un taller preventivo selectivo realizado por 94 equipos psicosociales del programa Habilidades para la Vida. Por su parte, la fidelidad (dosis recibidas por los padres, profesores y estudiantes; pertinencia de la intervención, compromiso directivo, adherencia y satisfacción laboral) fue medida a través de los productos permanentes completados por los equipos durante el período de ejecución del taller y relacionada con los resultados mediante un análisis multinivel. Se encontró una alta fidelidad en los componentes implementados, a excepción de la adherencia (29.8%) y la dosis recibida por los padres (50.1%). Se logró evidenciar que los resultados varían principalmente a nivel del estudiante y que están relacionados con la cantidad de sesiones a las que asisten y con la pertinencia de la intervención para ellos. Se discute la importancia de considerar el contexto relacional en la implementación de intervenciones en el mundo real hispanoamericano.

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A Spotlight on Treatment Intensity: An Important and Often Overlooked Component of Intervention Inquiry

Cited by 40 publications

References 29 publications

Barriers to implementing classroom management and behavior support plans: An exploratory investigation

Barriers to implementing classroom management and behavior support plans: An exploratory investigation

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Efectos de la fidelidad de la implementación sobre los resultados de una intervención preventiva en salud mental escolar: un análisis multinivel

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