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ERIC Number: EJ1098534
Record Type: Journal
Publication Date: 2016-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1534-5084
Exploring an Ecological Model of Perceived Usability within a Multi-Tiered Vocabulary Intervention
Neugebauer, Sabina R.; Chafouleas, Sandra M.; Coyne, Michael D.; McCoach, D. Betsy; Briesch, Amy M.
Assessment for Effective Intervention, v41 n3 p155-171 Jun 2016
The present study examines an ecological model for intervention use to explain student vocabulary performance in a multi-tiered intervention setting. A teacher self-report measure composed of factors hypothesized to influence intervention use at multiple levels (i.e., individual, intervention, and system level) was administered to 54 teachers and 48 interventionists conducting vocabulary interventions with different levels of instructional intensity with 553 kindergarten students. The reliability and validity of the measure in the context of a specific multi-tiered intervention was explored. Of particular interest was the potential explanatory power of system-level factors, over and above intervention-specific measures of fidelity, to explain student performance in a multi-tiered context. Results indicate that the climate of the school system predicted student performance in the Tier 1 context, and intervention feasibility predicted student performance in Tier 2. However, the intervention-specific fidelity measure was not a significant predictor. This research provides supporting evidence for the use of ecological models of intervention implementation to capture factors that influence intervention use and performance in multi-tiered settings.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R324A110135