NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1037901
Record Type: Journal
Publication Date: 2014-Sep
Pages: 7
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1053-4512
Measuring Fidelity to Improve Intervention Effectiveness
McKenna, John W.; Flower, Andrea; Ciullo, Stephen
Intervention in School and Clinic, v50 n1 p15-21 Sep 2014
Teachers are responsible for using evidence-based practices to improve students' academic and behavioral outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation can adversely affect their effectiveness. However, an inadequate student response to intervention may also be the result of a mismatch between the practice and the student's needs. As a result, it is important for teachers to determine the degree to which they implement evidence-based practices as intended to determine if an inadequate student response is due to poor implementation or inappropriate selection of intervention. The authors discuss the importance of fidelity of implementation. Methods teachers can use to measure implementation fidelity are reported. Suggested methods are discussed and examples are provided.
SAGE Publications and Hammill Institute on Disabilities. 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 - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A