“…School-based interventions must be implemented sufficiently to impact student outcomes (see DiGennaro Reed, & Codding, 2013; Sanetti & Kratochwill, 2009). Low levels of treatment integrity, indicative of inconsistent implementation, have been documented across interventions designed to address academic and behavior concerns for students with disabilities and in general education at the individual student, classroom, and school-wide level (e.g., Bradshaw, Mitchell, & Leaf, 2010; Noell et al, 2005; Sanetti, Collier-Meek, Long, Byron, & Kratochwill, 2015). To investigate why low levels of treatment integrity are so pervasive, researchers have begun to evaluate variables that may influence implementation (e.g., Domitrovich et al, 2008; Durlak & DuPre, 2008; Long et al, 2016).…”