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ERIC Number: EJ1203792
Record Type: Journal
Publication Date: 2019-Feb
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0741-9325
An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert
Remedial and Special Education, v40 n1 p25-31 Feb 2019
Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.
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: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois; Indiana; Maryland; Minnesota; Missouri; Wisconsin
IES Funded: Yes
Grant or Contract Numbers: R324A120278