Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis

Wolgemuth, Jennifer R.; Abrami, Philip C.; Helmer, Janet; Savage, Robert; Harper, Helen; Lea, Tess

doi:10.1080/00220671.2013.823369

Cited by 23 publications

(13 citation statements)

References 27 publications

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“…However, higher levels of treatment fidelity were associated with improved outcomes for students with disabilities. Wolgemuth et al (2014) found intervention quality and adherence only predicted student outcomes on two of the four early reading measures used. The authors note that restriction of range may have played a role in why instructional quality and adherence did not predict student outcomes, as implementation was, on average, high with little variability.…”

Section: Resultsmentioning

confidence: 91%

“…Treatment differentiation data were rarely reported in the corpus of studies. Only two studies synthesized directly evaluated the extent to which the treatment condition differed from the comparison condition using a common observation tool (Wolgemuth et al 2014; Vadasy et al 2015). For instance, Vadasy et al (2015) coded for unique and common instructional components when assessing the effects of two approaches to improving vocabulary among kindergarten students to examine the extent to which the treatment conditions vary.…”

Section: Resultsmentioning

confidence: 99%

“…Related to the final research question, authors rarely reported using treatment fidelity in their analysis of treatment effects. Only four of the 83 studies (5%) reported examining the effects of fidelity on treatment effects (Nunnery et al 2006; Vadasy and Sanders 2009; Vadasy et al 2015; Wolgemuth et al 2014). Three of these studies found treatment fidelity was predictive of gains for all students (Vadasy and Sanders 2009; Vadasy et al 2015) ora subgroup of students (Nunnery et al 2006) on a majority of outcome measures.…”

Section: Resultsmentioning

confidence: 99%

“…Only four studies examined the effects of fidelity on treatment effects using statistical methods (Nunnery et al 2006; Vadasy et al 2015; Vadasy and Sanders 2009; Wolgemuth et al 2014). Of note, three of these four studies found that treatment fidelity was predictive of learning gains for all students (Vadasy and Sanders 2009; Vadasy et al 2015) or a subgroup of students (Nunnery et al 2006).…”

Section: Discussionmentioning

confidence: 99%

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Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

2017

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Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, The Journal of Special Education, 47, 3–13, 2011) in educational interventions and fidelity data are seldom used to analyze its relation to student outcomes (O’Donnell, Review of Educational Research, 78(1), 33–84, 2008). The purpose of this synthesis was to examine how treatment fidelity is supported, measured, and reported in reading intervention studies conducted with students at risk or with reading difficulties in grades K–3 from 1995 through 2015. All studies (k = 175) were coded to extract and classify information related to (a) the characteristics of the intervention study (e.g., publication year, research design); (b) treatment implementer training and support; (c) treatment fidelity data collection procedures, dimensions (i.e., adherence, quality, receipt, dosage, and differentiation), and levels of treatment fidelity data; and (d) the use of fidelity scores in the analysis of treatment effects. Results indicated that less than half (47%) of the reading intervention studies synthesized reported treatment fidelity data (numeric or narrative). Exploratory analyses showed that several study features were associated with the prevalence of fidelity reporting. Studies reporting treatment fidelity largely measured treatment adherence, and scores were, on average, high. Other dimensions of treatment fidelity (e.g., treatment differentiation), and analyses relating fidelity data to outcomes, were consistently absent from the corpus of reading intervention studies reviewed. Recommendations for enhancing how treatment fidelity data in intervention studies are collected and reported are presented.

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Section: Resultsmentioning

confidence: 91%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

2017

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“…First, although the implementation of the intervention was under tight control of the researchers, there was a substantial group of children who received fewer practice sessions than was prescribed in the protocol and did not complete the program. It is well established that treatment fidelity is a key element in successful intervention (e.g., Savage et al, 2013;Wolgemuth et al, 2014). Although the researchers, their assistants, and the school teachers tried to get all the parents involved, these attempts were not very successful in the This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Limitationsmentioning

confidence: 99%

Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.

Zijlstra¹,

Bergen²,

Regtvoort³

et al. 2021

Journal of Educational Psychology

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When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes

Capin

Roberts

Clemens

et al. 2021

Reading Research Quarterly

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In this study, we examined the extent to which teachers’ treatment adherence, instructional quality, and the interaction of these variables influenced eighth‐grade students’ content knowledge and reading comprehension. We examined treatment fidelity for students (n = 775) in classes randomly assigned to receive an evidence‐based content area reading program called Promoting Adolescents’ Comprehension of Text. Results indicate that teachers’ instructional quality was a statistically significant, positive predictor of student content knowledge and reading comprehension performance, whereas teachers’ treatment adherence was not. Statistically significant interactions between treatment adherence and instructional quality were present, such that teachers’ treatment adherence had a stronger impact on student learning outcomes when their overall instructional quality was low. Moderator analyses also revealed that students’ pretest performance and English learner status influenced the effects of treatment adherence and instructional quality on student outcomes. These findings help elucidate the conditions under which Promoting Adolescents’ Comprehension of Text leads to improved outcomes, and more broadly, underscore the importance of carefully examining dimensions of treatment fidelity when testing the effects of treatment programs.

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Examining the Impact of ABRACADABRA on Early Literacy in Northern Australia: An Implementation Fidelity Analysis

Cited by 23 publications

References 27 publications

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research

Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention.

When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes

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