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ERIC Number: EJ1033232
Record Type: Journal
Publication Date: 2014-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0143-0343
Treatment Integrity of Interventions with Children in "School Psychology International" from 1995-2010
Sanetti, Lisa M. Hagermoser; Dobey, Lisa M.; Gallucci, Jennifer
School Psychology International, v35 n4 p370-383 Aug 2014
Over the past two decades, the role of school psychologists internationally has shifted from a more narrow focus on assessment to a broader emphasis on problem solving and delivering intervention services via consultation. Defining interventions is important for replication and translation of practice. Further, to make valid, data-based decisions about intervention effectiveness, school psychologists need to consider student outcomes in light of treatment integrity data. Reviews of treatment outcome research in many applied fields indicate that although many researchers operationally define interventions, a majority of researchers fail to report treatment integrity data. The purpose of this study was to review the treatment integrity data reported in intervention studies published in "School Psychology International" between 1995-2010. Results indicate a majority of published studies include neither a definition of the independent variable nor quantitative treatment integrity data. Implications for research and practice are discussed.
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; Information Analyses
Education Level: Elementary Secondary Education; Elementary Education; High Schools; Secondary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A