NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1019339
Record Type: Journal
Publication Date: 2013-Sep
Pages: 16
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0829-5735
Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies
Sanetti, Lisa M. Hagermoser; Chafouleas, Sandra M.; O'Keeffe, Breda V.; Kilgus, Stephen P.
Canadian Journal of School Psychology, v28 n3 p261-276 Sep 2013
Although intuitively appealing, teacher self-report of treatment integrity is not currently recommended as a method for collecting treatment integrity data. Education researchers have not, however, evaluated features of a treatment integrity self-reporting system that may facilitate accurate self-report. In this preliminary investigation, four treatment integrity assessment conditions were investigated: (a) weekly verbal self-report, (b) weekly written self-report, (c) daily verbal self-report, and (d) daily written self-report. Results indicated that teachers who reported treatment integrity daily had the highest overall treatment integrity levels, but neither the frequency nor method of treatment integrity assessment significantly influenced the teachers' level of treatment integrity. However, results suggested that frequency and method of treatment integrity self-report may be related to accuracy of teacher report.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Intervention Rating Profile