An examination of the association between MTSS implementation fidelity measures and student outcomes

Scott, Terrance M.; Gage, Nicholas A.; Hirn, Regina G.; Lingo, Amy S.; Burt, Jon

doi:10.1080/1045988x.2019.1605971

Cited by 28 publications

(18 citation statements)

References 39 publications

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“…In future studies, it will be essential for adopting courses to be as similar as possible to the course in which a technological innovation was originally tested, and to each other, in order to reliably test for and establish transportability. Our discussion regarding fidelity issues also demonstrates the importance of intermittent fidelity checks throughout intervention implementation [45,46,52,53].…”

Section: Study Limitations and Suggestions For Future Researchmentioning

confidence: 88%

“…Executing the intervention with fidelity, or as it was intended, is a critical aspect of implementation [46,52,53]. The adopting instructors' plans for implementation, and the extent that they are aligned with the intended plans of the designers, can provide a measure of fidelity.…”

Section: The Implementation and Transportability Of Instructional Technologiesmentioning

confidence: 99%

“…A critically important, overarching aspect of educational intervention implementation is fidelity, or implementation of an intervention as it was intended [45,52,53]. The Spumone game was designed primarily as a tool to aid in students' conceptual understanding and engagement by providing open-ended challenges encouraging the design thinking of engineers-in-training.…”

Section: Areas Of Improvement For Successful Implementationmentioning

confidence: 99%

See 2 more Smart Citations

The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience

et al. 2020

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Many game-based instructional designs have demonstrated effectiveness for a variety of educational outcomes, although typically in limited contexts. In this article, we report the results of a four-year study testing the extent to which a game-based learning approach to undergraduate engineering education demonstrating promising results in a university course was transportable to other engineering courses and universities. We evaluated students’ conceptual understanding, emotional engagement (with the Experience Sampling Method), and experience when using the video game, Spumone, for their coursework compared to a textbook-based control condition. Multilevel models and other quantitative analyses showed that the effect of the experimental condition (i.e., game-based) on conceptual understanding and student engagement was not significant. Based on a content analysis of students’ feedback, however, the students reported a positive experience with game-based learning for their assignments overall. Areas of need towards successful implementation of the game-based learning intervention were also examined. This study has important implications for the salience of implementation issues including adequate training and continuing teacher professional development, and ongoing supports for instructors and students to aid in the learning of concepts that the game was intended to teach.

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Section: Study Limitations and Suggestions For Future Researchmentioning

confidence: 88%

Section: The Implementation and Transportability Of Instructional Technologiesmentioning

confidence: 99%

Section: Areas Of Improvement For Successful Implementationmentioning

confidence: 99%

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The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience

et al. 2020

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“…Perhaps the most common school-based barriers to MTSS-based models include lack of daily and consistent use as well as poor linkage of data with action (Leonard et al, 2019). A multidimensional multi-tiered system of supports pyramid model of SA/A can be, however, amenable to simple feedback mechanisms, reliance on data-based decision-making, incremental employment within each tier, multiple stakeholder involvement, and consultation practices that may erode such barriers (Forman and Crystal, 2015; Scott et al, 2019). In addition, many clinical procedures to address school absenteeism at Tier 2 can be adaptively administered by school-based social workers, psychologists, and counselors (Kearney, 2018, 2019).…”

Section: Global Policy Review and Dissemination And Implementationmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

et al. 2019

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As noted in Part 1 of this two-part review, school attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Categorical and dimensional approaches for this population have been developed. This article (Part 2 of a two-part review) discusses compatibilities of categorical and dimensional approaches for school attendance and school absenteeism and how these approaches can inform one another. The article also poses a multidimensional multi-tiered system of supports pyramid model as a mechanism for reconciling these approaches, promoting school attendance (and/or prevention of school absenteeism), establishing early warning systems for nimble response to school attendance problems, assisting with global policy review and dissemination and implementation, and adapting to future changes in education and technology.

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“…However, deficient implementation of a clear, purposeful, and focused multi-tiered approach to intervention in most middle level schools has continuously failed those students who sit against their cinder block walls, waiting for inconsequential methods of "discipline" or academic support. There are many potential culprits for this ineffectiveness: layers of incongruent and inefficient systems, scant staffing resources, disproportionate professional development related to the MTSS process, and the overwhelmingly variant needs of middle level learners (Scott, Gage, Hirn, et. al, 2019;Bouck & Cosby, 2019;Nagro, Hooks, & Fraser, 2018).…”

mentioning

confidence: 99%

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

Hollingsworth

2019

cimle

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An examination of the association between MTSS implementation fidelity measures and student outcomes

Cited by 28 publications

References 39 publications

The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience

The Transportability of a Game-Based Learning Approach to Undergraduate Mechanical Engineering Education: Effects on Student Conceptual Understanding, Engagement, and Experience

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

Multi-tiered System of Supports as Collective Work: a (Re)structuring Option for Middle Schools

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