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ERIC Number: EJ1218437
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1537-7903
An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness
Nelson, Peter M.; Van Norman, Ethan R.; Parker, David C.; Cormier, Damien C.
Journal of Applied School Psychology, v35 n3 p234-256 2019
Data from a large-scale math intervention program were used to evaluate the degree to which implementation fidelity (IF) and interventionist content knowledge were associated with student outcomes. Data were available for 33 interventionists serving 658 students in Grades 4-6 across one school year. A series of multilevel models were fit to the data to evaluate the impact of procedural IF and interventionists' math content knowledge on students' postintervention achievement, controlling for preintervention achievement and intervention dosage. Higher student posttest scores were observed for interventionists with an average fidelity rating of 95% or greater (ß = 0.15); however, no effects on students' math achievement scores were observed for interventionist content knowledge. Adding IF and a measure of interventionist content knowledge to the model explained a statistically significant amount of variance in growth estimates attributable to interventionists (15%). Results highlight the potential importance of ongoing evaluation and remediation of IF in the context of standardized supplemental intervention in math, while also providing some evidence that higher levels of content knowledge may not translate into greater impact in a standard-protocol intervention setting. Results suggest a need for more research examining characteristics of interventionists and aspects of implementation that may account for variance in student outcomes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A