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ERIC Number: EJ867980
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 44
ISSN: ISSN-0279-6015
Conceptual and Methodological Issues in Treatment Integrity Measurement
McLeod, Bryce D.; Southam-Gerow, Michael A.; Weisz, John R.
School Psychology Review, v38 n4 p541-546 2009
This special series focused on treatment integrity in the child mental health and education field is timely. The articles do a laudable job of reviewing (a) the current status of treatment integrity research and measurement, (b) existing conceptual models of treatment integrity, and (c) the limitations of prior research. Overall, this thoughtful special series makes the case that the time is ripe for increased focus on treatment integrity research. In this commentary, the authors build upon the themes in the special series. One of their goals is to outline how treatment integrity research can inform dissemination and implementation research. Indeed, treatment integrity research can facilitate efforts to understand how psychological treatments, particularly evidence-based treatments (EBTs), can be skillfully implemented in practice settings. However, as noted in the special series, before the potential of treatment integrity research can be fully realized, a few key conceptual and methodological limitations need to be addressed. The authors agree that greater attention needs to be paid to the science and measurement of treatment integrity in the education field as well as in child psychotherapy research. This commentary serves as a call for researchers to devote more attention to the development of integrity measures that can be used to test key components of their conceptual models and aid efforts to disseminate EBTs in community settings.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A