Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study

Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.

Section: Supporting Cld Learnersmentioning

confidence: 99%

Section: Supporting Cld Learnersmentioning

confidence: 99%

Promoting teachers’ implementation of culturally and contextually relevant class‐wide behavior plans

Fallon

Cathcart

DeFouw

et al. 2018

“…Outlining the current behavior, alternative behavior, and desired behavior in a competing pathway model allows for the systematic identification of intervention strategies (O'Neill et al., ). In this case, research‐supported implementation support strategies (Sanetti & Collier‐Meek, ) can be considered based on (a) how they might change the environment relative to antecedents; and (b) what consequence strategy is most likely to affect change given the function of the teacher's current behavior.…”

Section: Evaluating and Supporting Treatment Integrity Utilizing An Amentioning

confidence: 99%

“…Comprehensive training is a critical step to engaging in a new skill. Although some training may have already occurred when the intervention was initially introduced, research suggests that one‐time training is not sufficient for an implementer to learn a new skill and additional, comprehensive direct training is usually needed (Sanetti & Collier‐Meek, ; Sterling‐Turner et al., ). Strategies to teach new behaviors can be implemented in phases to first teach the alternative behavior before teaching the desired behavior (see Table ).…”

Section: Evaluating and Supporting Treatment Integrity Utilizing An Amentioning

confidence: 99%

“…These strategies provide a plethora of choices for school psychologists supporting educators’ intervention implementation, which is a significant step forward for the field of school‐based intervention. Although these implementation supports have research support, there is little empirical guidance about what types of treatment integrity, implementers, and contexts these strategies are best suited to address (DiGennaro Reed & Codding, ; Sanetti & Collier‐Meek, ).…”

mentioning

confidence: 99%

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Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

Collier‐Meek

Sanetti

Fallon

2017

Self Cite

For evidence‐based interventions to be effective for students they must be consistently implemented, however, many teachers struggle with treatment integrity and require support. Although many implementation support strategies are research based, there is little empirical guidance about the types of treatment integrity, implementers, and contexts these strategies are best suited to address. To facilitate the data‐driven identification of implementation supports, treatment integrity and the implementation context could be evaluated through an applied behavior analysis (ABA) lens. That is, teachers’ engagement in intervention implementation or competing behaviors could be considered to be occasioned by antecedents (e.g., prompts, setting) and maintained by consequences (e.g., escape intervention, access to attention). This article describes the conceptualization of treatment integrity within an antecedent‐behavior‐consequence framework. The current landscape and limitations of school‐based treatment integrity research are reviewed and the application of ABA technology to address implementer behavior is described. Further, the article provides practical strategies for how school psychologists might apply this conceptualization to support teachers. A case study is provided to illustrate associated research‐based strategies. Last, implications and limitations are described.

Providing implementation supports to intensify instruction in an autism classroom

Dyer¹,

Redpath²

2021

This study evaluated whether an implementation support package using collaborative goal setting, nondirective consultation, feedback, and reinforcement would result in an increase in the implementation of planned speech and language programs in a classroom for students with autism spectrum disorders. Additional measures were collected to assess generalization to other skill-building programs in the students' schedules that were not targeted in the intervention. The results of a multiple-baseline analysis revealed that the implementation supports were successful in increasing the frequency of implementation of speech and language programs to goal levels. Further, these gains were maintained when staff support was faded to a weekly schedule for two of the students. The third student required weekly staff support to maintain goal levels. Discontinuation of direct staff support in the maintenance phase resulted in higher and more consistent implementation frequency than seen in the baseline.Similar trends in the generalization targets were evidenced.The results are discussed in relation to implementation science for students with autism.