ERIC Number: ED514664
Record Type: Non-Journal
Publication Date: 2010
Reference Count: 8
Achieved Relative Intervention Strength: Models and Methods
Hulleman, Chris S.; Cordray, David S.
Society for Research on Educational Effectiveness
This paper outlines a method of determining the achieved relative strength (ARS) of an intervention by calculating the extent to which core intervention components are present in both the treatment and control condition. Using data from several examples the authors demonstrate how to calculate ARS indices, and subsequently how to incorporate them into analyses of intervention effectiveness. The motivation intervention examples demonstrate consistency across three different methods of calculating achieved relative strength, and how treatment fidelity diffuses when moving from more controlled to less controlled settings. The Reading First example demonstrates the importance of assessing core intervention components in control conditions as the average level of implementation of Reading First components in control conditions was quite high, thus diminishing the achieved relative strength of the intervention.
Descriptors: Intervention, Reading Instruction, Sample Size, Data Collection, Experiments, Introductory Courses, College Students, Educational Psychology, Psychology, Control Groups, Reading Programs, College Credits, Data Analysis, Research, Federal Programs, Primary Education
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Higher Education; Primary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)