Treatment Fidelity in School-Based Intervention

Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review

“…Brock et al (2017) and Noell et al (2014) collectively suggest implementation fidelity may be improved through the use of teacher-directed strategies, a finding consistent with Rispoli et al (2017). However, it is unclear, from the small number of studies employing TD-SM to improve implement fidelity included in these previous reviews, if TD-SM is likely to improve fidelity as it is popularly recommended to teachers (Collier-Meek et al, 2013; King-Sears et al, 2018; Myers et al, 2017; Sanetti & Luh, 2020). Further examination of the TD-SM evidence base would be beneficial to determine (a) for whom, in what settings and conditions, and with which intervention packages TD-SM has been investigated and (b) the effect of TD-SM on educator implementation fidelity and student outcomes.…”

“…Robertson et al (2020) found teachers reported inconsistent behavior intervention plan (BIP) implementation across staff as the second most reported and impactful barrier to effective BIP implementation. Practical guidance suggests TD-SM is a potential solution to this barrier by boosting implementation fidelity across staff (Myers et al, 2017; Sanetti & Luh, 2020). However, the results of this review suggest additional research is needed to determine if the use of TD-SM to improve the implementation of the behavioral interventions included in a BIP is likely to translate into improved outcomes for students.…”

“…The limited pool of included studies greatly impacted the interpretation of the findings and in-depth discussion of the research questions and prohibited meta-analysis of implementation fidelity and student outcomes. Although TD-SM is frequently cited as a tool to improve implementation fidelity (e.g., Myers et al, 2017; Sanetti & Luh, 2020), implementation fidelity was rarely identified as the dependent variable in studies investigating the use of TD-SM. During the systematic search process, 36 TD-SM studies were excluded due to the inclusion of a dependent variable other than implementation fidelity.…”

“…These challenges have been found to translate into persistently low implementation fidelity in practice (Locke et al, 2019; Suhrheinrich et al, 2020) and suggest a need for a simple and effective strategy to support teachers to improve the fidelity of intervention implementation. While many methods have been evaluated to improve implementation fidelity (Noell et al, 2014), self-monitoring is routinely suggested to in-service special education teachers as a simple and effective method for enhancing the implementation of EBPs (Collier-Meek et al, 2013; Myers et al, 2017; Sanetti & Luh, 2020). Given the popularity of these recommendations and the critical role of implementation fidelity, an exploration into the effectiveness of self-monitoring to improve EBP implementation is warranted.…”

The importance of treatment integrity: Examining the relationship between dosage and writing intervention outcomes.

“…Results of this study indicated that more than half of the students (60.3%) received the full intervention dose. Although no a priori hypothesis was proposed regarding descriptive findings, the percentage of participants who received the full intervention dose falls below intervention adherence recommendations of 80% within the context of intervention fidelity (Hagermoser-Sanetti & Luh, 2020). This finding is particularly relevant given the importance of adherence, which is often considered foundational to successful intervention implementation within MTSS (Buckman et al, 2021).…”