You searched for subject:(treatment fidelity).
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University of Texas – Austin
1.
-4955-9879.
Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.
Degree: PhD, Special education, 2018, University of Texas – Austin
URL: http://hdl.handle.net/2152/65762 
► Relatively few reading intervention studies have investigated treatment fidelity data and the extent to which fidelity is associated with student outcomes. This study extends the…
(more)
▼ Relatively few reading intervention studies have investigated
treatment fidelity data and the extent to which
fidelity is associated with student outcomes. This study extends the extant research by examining
treatment adherence and quality and the extent to which these components of
treatment fidelity relate to posttest performance for eighth grade students who received a content-area reading
treatment targeting improved content knowledge and reading comprehension. Data were analyzed to address the following questions: (1) Do
treatment adherence and quality indicate a general factor of
fidelity? (2) Do
treatment adherence and quality predict greater performance in content acquisition and reading comprehension? (3) To what extent are the effects of
treatment adherence and quality on student outcomes moderated by teacher’s classroom management performance and student characteristics (pretest reading performance level, limited English proficiency status, special education status, and gender)? Situated within a larger randomized controlled trial examining the effects of a content-area instructional program, this study used data from the subsample of students (n = 790) in classes randomly assigned to
treatment. Results showed a general factor of
fidelity did not sufficiently predict
treatment adherence and quality.
Treatment adherence and quality were significant, positive predictors of content knowledge performance, which indicates that increases in both dimensions of
treatment fidelity were associated with improvements in content knowledge posttest performance. However, a significant interaction between
treatment adherence and quality was present. Interaction plots revealed instructional quality led to greater levels of posttest performance for students in classrooms with high levels of instructional adherence; however, instructional quality was not strongly associated with posttest performance when instruction was implemented with low adherence. Results also showed instructional quality was a significant, positive predictor of performance on the ASK Reading Comprehension subtest. Moderator analyses revealed teachers’ classroom management and students’ pretest performance influenced the effects of
treatment adherence and quality on student outcomes. These findings help to elucidate the conditions under which the PACT instructional
treatment leads to improved outcomes and, more broadly, underscores the importance of examining dimensions of
treatment fidelity and the interplay between
treatment fidelity dimensions and other teacher- and student-level characteristics when interpreting
treatment effects.
Advisors/Committee Members: Vaughn, Sharon, 1952- (advisor), Clemens, Nathan (committee member), Roberts, Greg (committee member), Toste, Jessica (committee member).
Subjects/Keywords: Reading intervention; Treatment fidelity; Treatment integrity; Fidelity of implementation; Intervention research
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APA (6th Edition):
-4955-9879. (2018). Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65762
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed January 23, 2021.
http://hdl.handle.net/2152/65762.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Web. 23 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/2152/65762.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65762
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
University of New Mexico
2.
Rowell, Lauren N.
CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?.
Degree: Psychology, 2019, University of New Mexico
URL: https://digitalrepository.unm.edu/psy_etds/289
► ABSTRACT Objective: The SMART ED study was a randomized, controlled trial of 3 brief interventions in ER settings targeting high-risk substance use. Findings in…
(more)
▼ ABSTRACT
Objective: The SMART ED study was a randomized, controlled trial of 3 brief interventions in ER settings targeting high-risk substance use. Findings in the main study indicated that there was no difference in outcomes for groups receiving minimal, rather than more extensive, behavioral interventions. This secondary analysis investigated the quality of (MI) sessions in the SMART ED study to examine the hypothesis that better quality of MI would be associated with improved client outcomes.
Method: The Motivational Interviewing
Treatment Integrity Code (MITI 3.0) was used to evaluate 388 sessions, yielding indicators of MI Quality including Overall Spirit (MI Spirit), Reflection to Question (R:Q), Percent Open Questions (%OQ), MI Adherent (MIA) and MI Non-Adherent (MINA) behaviors. These quality indicators were used to predict client outcomes, measured as self-reported days of primary drug use, days with any drug use, and days of heavy drinking.
Results: Fewer than half (49%) of sessions met minimal criteria for MI quality using the MITI 3.0. Only 7% of sessions met the criteria for advanced MI practice. None of these indicators were associated with substance use outcomes.
Conclusions: These findings raise the possibility that negative trials of MI may be accounted for by poor adherence to the method, rather than lack of efficacy. Recommendations for quality monitoring and standards for future studies using behavioral treatments are discussed.
Advisors/Committee Members: Theresa Moyers, Ph.D., Jon Houck, Ph.D., Kamilla Venner, Ph.D., Tom Chavez, Ph.D..
Subjects/Keywords: Motivational Interviewing; Substance Use; Fidelity; Treatment Fidelity; Emergency Room; Psychology
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APA (6th Edition):
Rowell, L. N. (2019). CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/psy_etds/289
Chicago Manual of Style (16th Edition):
Rowell, Lauren N. “CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?.” 2019. Doctoral Dissertation, University of New Mexico. Accessed January 23, 2021.
https://digitalrepository.unm.edu/psy_etds/289.
MLA Handbook (7th Edition):
Rowell, Lauren N. “CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?.” 2019. Web. 23 Jan 2021.
Vancouver:
Rowell LN. CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?. [Internet] [Doctoral dissertation]. University of New Mexico; 2019. [cited 2021 Jan 23].
Available from: https://digitalrepository.unm.edu/psy_etds/289.
Council of Science Editors:
Rowell LN. CLEARING THE MUDDY WATERS: IS LACK OF MOTIVATIONAL INTERVIEWING QUALITY ACCOUNTING FOR MIXED FINDINGS AND CAN MEASURING FIDELITY HELP?. [Doctoral Dissertation]. University of New Mexico; 2019. Available from: https://digitalrepository.unm.edu/psy_etds/289
University of Newcastle
3.
Bell, Katrina.
Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis.
Degree: 2009, University of Newcastle
URL: http://hdl.handle.net/1959.13/803286
► Professional Doctorate - Doctor of Clinical Psychology
Background: It has been demonstrated recently that it is possible to identify individuals suffering from ‘at-risk mental states’…
(more)
▼ Professional Doctorate - Doctor of Clinical Psychology
Background: It has been demonstrated recently that it is possible to identify individuals suffering from ‘at-risk mental states’ (ARMS) who, in the absence of treatment, are likely to develop a psychotic disorder within a year. This increase in detection ability has increased confidence that preventative interventions in psychotic disorders are a realistic proposition in clinical settings. Only three randomised controlled trials of interventions for the at-risk population have been published to date, with promising results. Two of them suggest that it is possible to prevent, or at least delay, transition to psychosis utilising Cognitive Behavioural Therapy (CBT). However, these trials have not adequately addressed treatment fidelity which is vital in allowing accurate and valid conclusions to be drawn from treatment outcome research. Method: The Detection, Evaluation and Psychological Therapy (DEPTh) project, a single blind randomised controlled trial, was designed to compare the effectiveness of CBT and a control psychotherapy, Non Directive Reflective Listening (NDRL), in ameliorating ARMS and delaying or preventing transition to psychosis. Treatment fidelity (adherence and competence) to both interventions was assessed using three established measures: The Cognitive Therapy Scale: CTS; The Cognitive Therapy for Psychosis Scale: CTS-Psy; and the Working Alliance Inventory Shortened Observer Rated Version: WAI-O-S. In addition, a new measure, the Cognitive Therapy for At Risk Populations Adherence Scale (CTARPAS) was developed, piloted and revised by the investigator and colleagues to rate therapist adherence to the French and Morrison (2004) model of cognitive therapy for individuals at high risk of developing psychosis that was used to guide the CBT intervention in the DEPTh project. 55 sessions (35 of the CBT intervention and 23 of the NDRL intervention) from a total of 21 participants were rated for fidelity. Results: The agreement between two independent raters was very high on most of the items of the CTARPAS, CTS, CTS-Psy and the WAI-O-S, for both the CBT and the NDRL interventions. Therapists delivering the CBT intervention had low mean scores on the CTARPAS which was most likely due to participants rarely discussing psychotic or attenuated psychotic symptoms. Therapists delivering the CBT intervention were rated as highly competent on the CTS. Therapists delivering the NDRL intervention were rated as adherent and competent. There were significant variations in CTARPAS ratings in the CBT intervention over the stages of therapy (early, middle and late), but there was no variation in ratings on any other measure in either intervention over the stages of therapy. High correlations were found between the CTS and the CTS-Psy. Discussion: This was the first study to investigate treatment fidelity in a randomised controlled trial of CBT and a control psychotherapy for the at-risk population. A new measure, the CTARPAS, was developed and used in this study…
Advisors/Committee Members: University of Newcastle. Faculty of Science and Information Technology, School of Psychology.
Subjects/Keywords: treatment fidelity; psychosis; at-risk mental states
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APA (6th Edition):
Bell, K. (2009). Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis. (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/803286
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bell, Katrina. “Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis.” 2009. Thesis, University of Newcastle. Accessed January 23, 2021.
http://hdl.handle.net/1959.13/803286.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bell, Katrina. “Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis.” 2009. Web. 23 Jan 2021.
Vancouver:
Bell K. Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis. [Internet] [Thesis]. University of Newcastle; 2009. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1959.13/803286.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bell K. Therapist fidelity to contrasting psychological treatments for young people at ultra-high risk of developing psychosis. [Thesis]. University of Newcastle; 2009. Available from: http://hdl.handle.net/1959.13/803286
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Georgia State University
4.
De Fazio, Carina M.
Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.
Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University
URL: https://scholarworks.gsu.edu/epse_diss/111
► The extent to which interventions are implemented as intended is called treatment integrity (TI). Given that it is unreasonable to expect 100% TI in…
(more)
▼ The extent to which interventions are implemented as intended is called
treatment integrity (TI). Given that it is unreasonable to expect 100% TI in applied settings, a through understand of TI is essential to appropriately train teachers. This understanding must include the types of TI errors that may be committed and how these effect student learning. It is essential to study TI errors because of the real-world implications for students, including eligibility decisions for special education services, which are based upon students’ responses to inventions. It is not possible to make educational decisions on intervention effectiveness unless it is clear that evidence-based practices have been implemented accurately. If TI is low, it is impossible to determine which services and interventions a student requires.
Further, measuring the
fidelity with which interventions are applied allows for a more thorough and accurate understanding of which components of an intervention are effective, necessary, and feasible. A broader understanding of which TI errors are most significant, as well as measuring the necessary levels of TI, will lead to more accurate information about how to implement evidence-based practices.
The purpose of this study is to gain a more nuanced understanding of TI failures in the form of errors of commission and the role commission errors have on participant responsiveness (Power, 2005). This study extends the results of DiGennaro Reed et al. (2011) by including an intermediate (80%) level of TI which may more accurately represent an attainable level of TI in applied settings. For two of four students, more errors of commission were related to lower skill acquisition. For the other two students, idiosyncratic patterns of responding emerged.
Advisors/Committee Members: Paul Alberto, Laura Fredrick, Nicole Patton-Terry, Lauren Boden.
Subjects/Keywords: Treatment integrity; Fidelity; Errors of commission
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APA (6th Edition):
De Fazio, C. M. (2017). Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/111
Chicago Manual of Style (16th Edition):
De Fazio, Carina M. “Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.” 2017. Doctoral Dissertation, Georgia State University. Accessed January 23, 2021.
https://scholarworks.gsu.edu/epse_diss/111.
MLA Handbook (7th Edition):
De Fazio, Carina M. “Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.” 2017. Web. 23 Jan 2021.
Vancouver:
De Fazio CM. Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2021 Jan 23].
Available from: https://scholarworks.gsu.edu/epse_diss/111.
Council of Science Editors:
De Fazio CM. Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/111
University of Texas – Austin
5.
-8630-4026.
Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences.
Degree: MA, Educational Psychology - School, 2020, University of Texas – Austin
URL: http://dx.doi.org/10.26153/tsw/8471
► Dropout from youth mental health services is a significant concern that has been widely studied in the field. Previous research has examined a variety of…
(more)
▼ Dropout from youth mental health services is a significant concern that has been widely studied in the field. Previous research has examined a variety of client factors (age, gender, etc.) and some therapy process factors (perceived burden of
treatment, alliance, etc.) that are potentially related to therapy dropout; however, the results are far from conclusive. With data gathered as part of a previous randomized controlled trial, multilevel modelling was used to examine the extent to which child age, race/ethnicity, problem area, income, baseline symptom severity, therapist discipline, and the therapy process factors of therapeutic alliance, adherence, and competence are predictive of dropout. Results indicated that of these factors, only problem area was a significant predictor. Caregiver-rated therapeutic alliance and race/ethnicity also approached significance
Advisors/Committee Members: Bearman, Sarah Kate (advisor).
Subjects/Keywords: Youth; Mental health; Treatment; Dropout; Fidelity; Alliance
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APA (6th Edition):
-8630-4026. (2020). Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/8471
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-8630-4026. “Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences.” 2020. Masters Thesis, University of Texas – Austin. Accessed January 23, 2021.
http://dx.doi.org/10.26153/tsw/8471.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-8630-4026. “Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences.” 2020. Web. 23 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-8630-4026. Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences. [Internet] [Masters thesis]. University of Texas – Austin; 2020. [cited 2021 Jan 23].
Available from: http://dx.doi.org/10.26153/tsw/8471.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-8630-4026. Predicting youth mental health treatment dropout : an examination of the role of treatment adherence and therapist competences. [Masters Thesis]. University of Texas – Austin; 2020. Available from: http://dx.doi.org/10.26153/tsw/8471
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Universiteit Utrecht
6.
Vermeij, K.
Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd.
Degree: 2010, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/240256
► Onderwerp In deze studie is innovatief onderzoek gedaan naar het belang van Treatment Fidelity (TF) van ouderbegeleiders bij de interventie OUDERS van Tegendraadse Jeugd (OvTJ)…
(more)
▼ Onderwerp In deze studie is innovatief onderzoek gedaan naar het belang van
Treatment Fidelity (TF) van ouderbegeleiders bij de interventie OUDERS van Tegendraadse Jeugd (OvTJ) bij de Jeugdreclassering. Methoden De opvoedingsondersteuning OvTJ is door de Jeugdreclassering aangeboden aan 217 ouders door 25 ouderbegeleiders in 15 variërende duo’s. Op basis van een (geoptimaliseerd) model van
Treatment Fidelity zijn logboeken opgesteld voor en interviews gehouden met 8 ouderbegeleiders die nooit samen een duo vormden. De (flexibele) kenmerken van
Treatment Fidelity zijn beoordeeld met het instrument TF-Flex en gerelateerd aan de verandering in opvoedgedrag van de ouders. Resultaten Ouders gaan gemiddeld vooruit in constructief opvoedgedrag. Van de variantie van de vooruitgang in constructief opvoedgedrag kan 7,5% verklaard worden uit de samenstelling van het ouderbegeleidersduo op basis van geslacht en 4,3% uit de expliciete aandacht voor ouders met een allochtone achtergrond. Conclusie Het geoptimaliseerde TF-model is bruikbaar bij het ontwikkelen en evalueren van jeugdinterventies.
Object In this study, innovating research was conducted on the importance of
Treatment Fidelity (TF) of parent counsellors in the parenting support program OUDERS van Tegendraadse Jeugd (OvTJ) at the institute for youth rehabilitation. Methods The parenting support program OvTJ has been offered to 217 parents by 25 parent counsellors, whom carried out the intervention in 15 pairs. On the basis of an (optimized)
Treatment Fidelity-model, journals were developed and elaborate interviews with some of the parent counsellors (n=8), whom had never been in a pair together, have been conducted. The (flexible) characteristics of
Treatment Fidelity were assessed with the newly developed instrument TF-Flex and were related to the difference parents experienced in constructive parenting behaviour. Results Parents do progress on average in constructive parenting. Considering the variance of progression on constructive parenting, 7.5% can be accounted for by the constitution of the pair of counsellors regarding sex. Another 4.3% can be accounted for by the explicit attention parenting counsellors pay to diversity in cultural background of the participants. Conclusion The optimized model of
Treatment Fidelity could be suitable for both professionals, program developers and subsidy granters.
Advisors/Committee Members: Londen-Barentsen, W.M. van.
Subjects/Keywords: Sociale Wetenschappen; Treatment Fidelity; Treatment Integrity; TF-Flex; parenting support program
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APA (6th Edition):
Vermeij, K. (2010). Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/240256
Chicago Manual of Style (16th Edition):
Vermeij, K. “Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd.” 2010. Masters Thesis, Universiteit Utrecht. Accessed January 23, 2021.
http://dspace.library.uu.nl:8080/handle/1874/240256.
MLA Handbook (7th Edition):
Vermeij, K. “Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd.” 2010. Web. 23 Jan 2021.
Vancouver:
Vermeij K. Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Jan 23].
Available from: http://dspace.library.uu.nl:8080/handle/1874/240256.
Council of Science Editors:
Vermeij K. Treatment Fidelity bij de interventie Ouders van Tegendraadse Jeugd. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/240256
UCLA
7.
Regan, Jennifer Mary.
Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement.
Degree: Psychology, 2013, UCLA
URL: http://www.escholarship.org/uc/item/2np6k11r
► The Modular Approach to Treatment for Children with Anxiety, Depression and Conduct problems (MATCH-ADC), a flexible evidence-based intervention, was recently found to be as effective…
(more)
▼ The Modular Approach to Treatment for Children with Anxiety, Depression and Conduct problems (MATCH-ADC), a flexible evidence-based intervention, was recently found to be as effective as standard protocols in treating youth with multiple disorders in community mental health settings. A challenge to its implementation is that it requires ongoing, real-time feedback to plan treatment practices. Fidelity measurement, a method of monitoring treatment practices, may be an ideal mechanism for supplying this feedback. However, a majority of existing fidelity measures utilize labor-intensive methods that are impractical for community settings. Alternative methods, such as therapist- and client-report measures, may provide a more appropriate fit and research has supported their feasibility and validity. The present study focused on developing a qualitative client-report measure, the Service Review Measure (SRM), and quantitative coding system for the MATCH intervention. Primary aims were to evaluate the SRM's utility in providing reliable and valid feedback on fidelity. Additional aims were to examine feasibility of the phone call strategy, agreement between caregivers and youth and agreement over time. Fifty-two families with youth ages 7 to 15 participating in an effectiveness trial comparing MATCH-ADTC to usual care (UC) in three community clinics were administered the SRM a maximum of four times over the course of treatment. Their responses were transcribed and then coded according to various domains of session content and reference to specific practices. Interrater reliability for the coding system was found to be acceptable to excellent. Results indicated that clients were able to report conceptually meaningful information and a moderate amount of detail on session domains on average. Clients also reported a similar amount of specific practices as therapists per session but the specific practices endorsed by clients were not highly correlated with, and did not account for, much of the variance in therapist report. Caregiver and youth report on specific practices were also not highly correlated but results showed that, in line with the literature, an externalizing behavior target problem area was significantly associated with an increase in caregiver extensiveness ratings. The same was true for internalizing behavior problem areas and youth report. Further results supported the feasibility of the phone call strategy according to standards set forth in the study but suggest that phone calls are not the most efficient strategy for obtaining client information. Agreement between client and therapist report did not improve over time. Overall, results suggest that there might be differences in how clients and therapists view and choose to report on session practices. In this way, clients may offer a unique perspective that is important in guiding feedback. Future work will compare both client and therapist report to coded tapes in order to determine which report is more accurate.
Subjects/Keywords: Clinical psychology; Client receipt; Dissemination; Effectiveness trial; Modular treatment; Treatment fidelity
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APA (6th Edition):
Regan, J. M. (2013). Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2np6k11r
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Regan, Jennifer Mary. “Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement.” 2013. Thesis, UCLA. Accessed January 23, 2021.
http://www.escholarship.org/uc/item/2np6k11r.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Regan, Jennifer Mary. “Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement.” 2013. Web. 23 Jan 2021.
Vancouver:
Regan JM. Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement. [Internet] [Thesis]. UCLA; 2013. [cited 2021 Jan 23].
Available from: http://www.escholarship.org/uc/item/2np6k11r.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Regan JM. Client Report of Session Content in an Effectiveness Trial: In Search of Efficient Fidelity Measurement. [Thesis]. UCLA; 2013. Available from: http://www.escholarship.org/uc/item/2np6k11r
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Penn State University
8.
Ross, John Kevin.
A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes.
Degree: 2009, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/10076
► ABSTRACT A secondary analysis of data collected from the GE Math Excellence curriculum intervention is conducted to establish whether, or to what extent, the accuracy…
(more)
▼ ABSTRACT
A secondary analysis of data collected from the GE Math Excellence curriculum intervention is conducted to establish whether, or to what extent, the accuracy of implementation was compromised by differential patterns of compliance with instructions on the part of participating students and teachers. Two forms of student compliance were analyzed: 1) whether students identified themselves at the top of a math attitudes questionnaire, and, 2) whether students selected a single favorite
subject, as instructed. Teacher supervision of survey completion might suffice to explain the former, while misinterpretation on the part of students might be suggested by the latter.
The first working hypothesis is that students who complied with instructions when completing a math attitudes survey demonstrated more favorable attitudes towards mathematics than did students who did not comply. Results of the data analysis failed to reject the null version of this hypothesis, (i.e., that there were no differences among students’ math attitudes vis-à-vis whether or not they complied with instructions for survey completion), suggesting the possibility that teacher supervision adequately explains student compliance.
The second working hypothesis is that student compliance with instructions to report a single favorite demonstrated more favorable attitudes towards mathematics compared with students who did not comply. Its null version is that there are no differences among students who did/did not select a single favorite
subject vis-à-vis whether or not they identified themselves at the top of the page. Aside from teacher supervision of survey completion, the word favorite was not interpreted to mean one and only one
subject, (i.e., the survey design may not have been suited to students’ reading comprehension).
Advisors/Committee Members: Hoi Kin Suen, Thesis Advisor/Co-Advisor, Hoi Kin Suen, Thesis Advisor/Co-Advisor.
Subjects/Keywords: treatment fidelity intervention efficacy assessmen
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APA (6th Edition):
Ross, J. K. (2009). A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10076
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ross, John Kevin. “A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes.” 2009. Thesis, Penn State University. Accessed January 23, 2021.
https://submit-etda.libraries.psu.edu/catalog/10076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ross, John Kevin. “A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes.” 2009. Web. 23 Jan 2021.
Vancouver:
Ross JK. A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes. [Internet] [Thesis]. Penn State University; 2009. [cited 2021 Jan 23].
Available from: https://submit-etda.libraries.psu.edu/catalog/10076.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ross JK. A Preliminary Investigation of Effects of Treatment Fidelity on Research Outcomes. [Thesis]. Penn State University; 2009. Available from: https://submit-etda.libraries.psu.edu/catalog/10076
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Vermont
9.
Suter, Jesse.
The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index.
Degree: PhD, Psychology, 2008, University of Vermont
URL: https://scholarworks.uvm.edu/graddis/224
► With its widespread use across the country and increasing evidence of its effectiveness, the wraparound process has been accepted widely as a feasible alternative to…
(more)
▼ With its widespread use across the country and increasing evidence of its effectiveness, the wraparound process has been accepted widely as a feasible alternative to restrictive residential treatments for children with severe emotional and behavioral disorders. Yet wraparound has been implemented and conceptualized in such a variety of ways that many have begun to question whether it truly is a single definable approach. Recently, a conceptual model for wraparound was offered that included ten essential elements as the key ingredients for this approach. Subsequently, the Wraparound
Fidelity Index (WFI) was designed to measure the degree to which an intervention adheres to these ten elements. The purpose of the current study was to use data collected via the WFI to provide the first empirical test of wraparound’s conceptual model. Programs providing wraparound to children with severe emotional and behavioral disorders and their families used the WFI to collect data from caregivers (n = 481), youths (n = 355; 11 to 19 years), and resource facilitators (n = 610). Confirmatory factor analysis (CFA) was used to test the fit of a series of structural models consistent with the proposed element model of wraparound. First, CFA models were examined separately for each of the elements. Second, CFA models that represent the full wraparound model were tested, separately for each of the three informants. And third, a multitrait-multimethod (MTMM) analysis was conducted using a final CFA model including all elements (traits) and the three informants (methods). Findings supported the majority of elements and WFI items when tested separately at the first step. However, at the second step, only the youth model provided adequate fit to the data. Significant modification was necessary to yield admissible solutions for the caregiver and resource facilitator models. Finally, an inadmissible solution resulted when the three informants and revised model were tested in step three. Implications of the findings for the wraparound process, the WFI, and future research are discussed.
Advisors/Committee Members: Stickle, Timothy.
Subjects/Keywords: treatment; fidelity; confirmatory; factor analysis
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APA (6th Edition):
Suter, J. (2008). The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index. (Doctoral Dissertation). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/224
Chicago Manual of Style (16th Edition):
Suter, Jesse. “The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index.” 2008. Doctoral Dissertation, University of Vermont. Accessed January 23, 2021.
https://scholarworks.uvm.edu/graddis/224.
MLA Handbook (7th Edition):
Suter, Jesse. “The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index.” 2008. Web. 23 Jan 2021.
Vancouver:
Suter J. The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index. [Internet] [Doctoral dissertation]. University of Vermont; 2008. [cited 2021 Jan 23].
Available from: https://scholarworks.uvm.edu/graddis/224.
Council of Science Editors:
Suter J. The Wraparound Puzzle: Confirmatory Factor Analysis of the Wraparound Fidelity Index. [Doctoral Dissertation]. University of Vermont; 2008. Available from: https://scholarworks.uvm.edu/graddis/224
10.
Corona, Christopher.
A Psychometric Evaluation of the CAMS Rating Scale.
Degree: 2017, The Catholic University of America
URL: http://hdl.handle.net/1961/cuislandora:64676
► Suicide is a significant public health concern both domestically and abroad, and rates of suicide in the United States military in particular have risen over…
(more)
▼ Suicide is a significant public health concern both domestically and abroad, and rates of suicide in the United States military in particular have risen over the past decade (Bryan, Jennings, Jobes, & Bradley, 2012; Drapeau & McIntosh, 2015; World Health Organization, 2014). Nonetheless, there have been relatively few outcome studies evaluating the effectiveness of suicide treatments in both the general population and the military in particular (Leenaars, 2011). Of the studies that do exist, many have failed to show significant reductions in outcomes related to suicidal behavior or have significant methodological flaws (Comtois & Linehan, 2006; Ward-Ciesielski & Linehan, 2014).One important methodological consideration when evaluating clinical psychotherapeutic interventions is the role of
treatment fidelity, or the extent to which treatments being compared are delivered as intended. Without adequate assessment of
treatment fidelity, the ability to draw valid conclusions about the effects of interventions on outcomes is significantly hindered (Kazdin, 2003). Direct observation has been posited as an accurate method of ensuring that providers in different
treatment conditions are delivering distinctly different interventions, and that these interventions are being delivered as prescribed (Bellg et al., 2004; Lane et al., 2004; Smith et al., 2007). Moreover, one of the most extensively used methodologies for satisfying direct observation criteria is the creation of a measure that can be used to rate clinician performance with regard to specific components of a particular intervention. Thus, the goal of the current study is to evaluate the psychometric properties of a
treatment fidelity measure intended for use in studying a particular suicide-specific intervention.Data for the current study were collected between September 2012 and March 2016 as part of a randomized controlled trial at a U.S. Army installation at Ft. Stewart in Georgia. Clinicians in the trial delivered either the “Collaborative Assessment and Management of Suicidality” (CAMS) or “Enhanced Care-As-Usual” (E-CAU) to suicidal Soldiers. Study sessions were videotaped and viewed by study personnel, who rated the performance of each clinician using the “CAMS Rating Scale” (CRS). These ratings were then used to conduct psychometric analyses that included evaluations of internal consistency, construct validity, and criterion validity. Factor analyses were also conducted to determine the latent variable structure of the CRS, and a generalizability study was conducted to determine the contribution of variance from different components of the measurement model.Results revealed that the CRS demonstrates high internal consistency, though validity predictions were generally not supported. While the results of factor analyses do not support the organization of the CRS into its current subscales, a latent variable model was identified that differentiates essential from non-essential CAMS components. The generalizability study also shed light on two important…
Advisors/Committee Members: The Catholic University of America (Degree granting institution), Jobes, David (Thesis advisor), Gutierrez, Peter (Committee member), Wagner, Barry (Committee member).
Subjects/Keywords: Dissemination and Implementation; Psychometrics; Psychotherapy; Randomized Controlled Trials; Suicide; Treatment Fidelity
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APA (6th Edition):
Corona, C. (2017). A Psychometric Evaluation of the CAMS Rating Scale. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:64676
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Corona, Christopher. “A Psychometric Evaluation of the CAMS Rating Scale.” 2017. Thesis, The Catholic University of America. Accessed January 23, 2021.
http://hdl.handle.net/1961/cuislandora:64676.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Corona, Christopher. “A Psychometric Evaluation of the CAMS Rating Scale.” 2017. Web. 23 Jan 2021.
Vancouver:
Corona C. A Psychometric Evaluation of the CAMS Rating Scale. [Internet] [Thesis]. The Catholic University of America; 2017. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1961/cuislandora:64676.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Corona C. A Psychometric Evaluation of the CAMS Rating Scale. [Thesis]. The Catholic University of America; 2017. Available from: http://hdl.handle.net/1961/cuislandora:64676
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
11.
Tanaka, Trisha L.
ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES.
Degree: Speech and Hearing Sciences, 2017, University of New Mexico
URL: https://digitalrepository.unm.edu/shs_etds/16
► Purpose: Calls for treatment and assessment fidelity strongly suggest the need to reduce treatment provider and assessor variance surrounding intervention research. The extent to…
(more)
▼ Purpose: Calls for
treatment and assessment
fidelity strongly suggest the need to reduce
treatment provider and assessor variance surrounding intervention research. The extent to which these sources of variance influence
treatment outcomes in aphasia
treatment research has yet to be examined. This simulation study sought to explore the relationships between quality of
fidelity methods, sample size, power to detect
treatment effects, and aphasia
treatment effect sizes.
Methods: Individual participant outcomes collected from previous aphasia
treatment research studies were used to simulate 200,000 participant outcomes, from which 8,000 sample
treatment trials were simulated. Effect sizes were calculated for
treatment outcomes related to four total assessment and
treatment fidelity methods -
treatment provider training,
treatment provider monitoring, assessor blinding, and assessor training. Results from calculations were applied to 80,000 simulated participant trials of varying sample sizes,
fidelity levels, and outcome assessments to determine effect size and power to detect effects.
Results: Simulated results found: positive effect sizes and increased power to detect effects for high
fidelity treatment provider training and monitoring, with reduced effect sizes and ability to detect effects from high
fidelity assessor blinding, and no effects for assessor training. Increased power was observed as sample size increased. Multidimensional assessment outcomes resulted in higher
treatment effect sizes and power to detect effects than unidimensional outcomes.
Conclusions: Simulations generally support findings from previous research. With the exception of
treatment provider training, few studies reported calculable outcomes related to
fidelity, validating the need for this simulation and future research. High
fidelity treatment provider training and monitoring are simple methods to increase ability to detect
treatment effects and effect size overall, and blinding assessors helps to reduce biased reporting. Recommendations for researchers with limited resources are provided to reduce variance from assessors and
treatment providers and increase confidence in results.
Advisors/Committee Members: Jessica Richardson, Richard Arenas, Janet Patterson.
Subjects/Keywords: aphasia; assessment; treatment; fidelity; integrity; simulation; Speech and Hearing Science
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APA (6th Edition):
Tanaka, T. L. (2017). ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/shs_etds/16
Chicago Manual of Style (16th Edition):
Tanaka, Trisha L. “ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES.” 2017. Masters Thesis, University of New Mexico. Accessed January 23, 2021.
https://digitalrepository.unm.edu/shs_etds/16.
MLA Handbook (7th Edition):
Tanaka, Trisha L. “ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES.” 2017. Web. 23 Jan 2021.
Vancouver:
Tanaka TL. ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES. [Internet] [Masters thesis]. University of New Mexico; 2017. [cited 2021 Jan 23].
Available from: https://digitalrepository.unm.edu/shs_etds/16.
Council of Science Editors:
Tanaka TL. ESTIMATING THE IMPACT OF ASSESSMENT AND TREATMENT FIDELITY ON APHASIA TREATMENT OUTCOMES. [Masters Thesis]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/shs_etds/16
University of Minnesota
12.
Snidarich, Stephanie.
Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs.
Degree: PhD, Educational Psychology, 2015, University of Minnesota
URL: http://hdl.handle.net/11299/177096
► The ability to read fluently is associated with positive outcomes in school and adulthood. Low reading achievement is thus a critical issue—a remarkably pervasive problem…
(more)
▼ The ability to read fluently is associated with positive outcomes in school and adulthood. Low reading achievement is thus a critical issue—a remarkably pervasive problem among students in certain demographic groups, and one that persists in spite of an ever-expanding knowledge base of effective instructional approaches and interventions. One possible factor may be that struggling readers are not doing or receiving “enough of what works”—specifically, that the dose of effective strategies has been insufficient to develop reading proficiency. Research supports that quantity and quality of practice are important to developing fluency in a practiced skill such as reading (Bryan & Harter, 1897; Chase & Simon, 1973; Ericsson, Krampe, Tesch-Romer, 1993; Geary, 1995; Williams & Hodges, 2005). Related to this notion, two additional factors, (1) time spent away from school (e.g., summer break) when students may not have access to literacy activities and (2) student responses and behaviors during reading instruction or intervention, may influence the development and maintenance of reading fluency This study examined the effects on oral reading fluency of a repeated reading intervention implemented during a short (four-week) summer program with students whose reading was accurate but slow. Also examined was the degree to which student input variables related to treatment implementation (i.e., accuracy, minutes of intervention attended, number of 1 min readings completed, number of words read, and student engagement) predicted changes in oral reading fluency. Participants included 79 students in second and third grades who were at or below the 50% percentile for reading rate according to grade level norms, but able to read passages with at least 93% accuracy. Students were randomly assigned to an intervention group that received core literacy instruction delivered by their summer school teacher and a supplementary repeated reading intervention implemented four times per week, or a control group that received core literacy instruction only. Overall, the repeated reading intervention increased oral reading fluency more than core instruction alone. Post hoc analysis also indicated that the intervention was more effective for relatively high-level readers (26-50th percentile) than for low-level readers (0-25th percentile). Additionally, the cumulative number of words read correctly across all intervention sessions attended was the only significant predictor of posttest oral reading fluency. Results of this study were contextualized within existing research on reading fluency intervention and treatment implementation. Implications for practice were discussed along with limitations of the study and directions for future research.
Subjects/Keywords: Dosage; Intervention Intensity; Procedural Fidelity; Reading Fluency; Repeated Reading; Treatment Integrity
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APA (6th Edition):
Snidarich, S. (2015). Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177096
Chicago Manual of Style (16th Edition):
Snidarich, Stephanie. “Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs.” 2015. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2021.
http://hdl.handle.net/11299/177096.
MLA Handbook (7th Edition):
Snidarich, Stephanie. “Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs.” 2015. Web. 23 Jan 2021.
Vancouver:
Snidarich S. Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/11299/177096.
Council of Science Editors:
Snidarich S. Examining Effects of a Repeated Reading Intervention and Predictive Effects of Student Inputs. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/177096
Duquesne University
13.
Torrey, Antonia.
Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women.
Degree: PhD, Nursing, 2011, Duquesne University
URL: https://dsc.duq.edu/etd/1290
► Although abstinence from alcohol, tobacco, and other drugs (ATOD) among pregnant women is a leading national objective, prenatal use has not decreased. Evidence-based interventions that…
(more)
▼ Although abstinence from alcohol, tobacco, and other drugs (ATOD) among pregnant women is a leading national objective, prenatal use has not decreased. Evidence-based interventions that can be replicated in practice are critically needed and brief interventions have shown promise in reducing prenatal ATOD use. The "I Am Concerned" (IAC) brief opportunistic intervention is currently being implemented by frontline primary prenatal care staff members in several areas of the United States. Evaluation of
treatment fidelity, to determine if behavioral interventions are delivered as intended, is essential to controlled research. This study constituted the first step in the development and psychometric evaluation of an instrument designed to measure the
treatment fidelity with which the IAC brief opportunistic intervention is implemented. A conceptual framework derived from motivational interviewing and self-determination theory, both based on the fundamental assumption that individuals are inherently inclined toward positive change, guided operationalization of the IAC behavioral elements that ultimately took shape as the 18-item IAC
treatment fidelity instrument.
This methodologic study used a 6-phase protocol to develop and refine the IAC
treatment fidelity instrument and evaluate its psychometric properties. Independent raters used the instrument to evaluate audio recordings (N = 49) of experienced frontline staff members implementing the IAC brief opportunistic intervention with standardized patients portraying ATOD-using pregnant women in a simulated clinic setting. Psychometric analysis provided evidence of content validity. Intra-class correlation coefficients (ICC) calculated for inter-rater reliability were satisfactory for subscales (0.64) and (0.62) and ranged from -0.07 to 0.81 for individual items. Internal consistency alpha coefficients were satisfactory for the total scale (0.72) and lower than acceptable for adherence (0.54) and competence (0.56) subscales. Overall high rater percentage agreement and negatively skewed ratings distribution indicated that reliability results were paradoxically low due to the base rate problem. The study results support revision and ongoing testing of the IAC
treatment fidelity instrument.
Advisors/Committee Members: Linda M. Goodfellow, Lenore Resick, Kathleen B. Gaberson, Richard F. McGourty.
Subjects/Keywords: Brief intervention; Instrument development; Pregnancy; Psychometrics; Substance abuse; Treatment fidelity
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APA (6th Edition):
Torrey, A. (2011). Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1290
Chicago Manual of Style (16th Edition):
Torrey, Antonia. “Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women.” 2011. Doctoral Dissertation, Duquesne University. Accessed January 23, 2021.
https://dsc.duq.edu/etd/1290.
MLA Handbook (7th Edition):
Torrey, Antonia. “Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women.” 2011. Web. 23 Jan 2021.
Vancouver:
Torrey A. Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2021 Jan 23].
Available from: https://dsc.duq.edu/etd/1290.
Council of Science Editors:
Torrey A. Development And Psychometric Evaluation Of An Instrument To Assess The Treatment Fidelity Of A Brief Opportunistic Intervention To Reduce Substance Use Among Pregnant Women. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/1290
University of Georgia
14.
Bennett, Kathleen Elizabeth.
Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs.
Degree: 2017, University of Georgia
URL: http://hdl.handle.net/10724/36622
► The majority of students with disabilities have difficulty with reading. By the 4th grade, 69% of students with disabilities read at the “below basic” level…
(more)
▼ The majority of students with disabilities have difficulty with reading. By the 4th grade, 69% of students with disabilities read at the “below basic” level (Cortiella & Horowitz, 2014). Students who struggle with reading require
intensive, reading support. One evidence-based, reading intervention approach, Direct Instruction (DI), has been demonstrated in the literature as effective for teaching students with disabilities to read (Gersten, Becker, Heiry, & White, 1984;
Schieffer, Marchand-Martella, Martella, Simonsen, & Waldron-Soler, 2002). DI programs follow a prescribed and highly-structured format for the delivery of reading instruction. Research on fidelity of implementation (FOI), however, has shown that when
practitioners do not follow carefully structured interventions such as DI programs as prescribed, the effectiveness of the programs can be compromised. In other words, when FOI is not present, variations in the dependent variable cannot be explicitly
attributed to independent variable manipulations and conclusions may not be considered valid. One strategy to increase FOI is to provide academic coaching to teachers in the classroom. Research on academic coaching has demonstrated the capacity of
directed coaching to change teacher behavior (Kretlow & Bartholomew, 2010). To date, no studies have specifically examined the efficacy of academic coaching on special educators’ capacity to improve their delivery of a structured, evidence-based
program such as DI reading. The purpose of the proposed study is to examine the efficacy of academic coaching on the FOI of teachers using DI reading programs. Using a sign-case design methodology, the study examined the relation between individualized,
academic coaching and special educators’ fidelity of implementation of DI reading.
Subjects/Keywords: fidelity of implementation; academic coaching; treatment fidelity; teacher coaching; Direct Instruction; single subject research; Reading Mastery; Corrective Reading
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APA (6th Edition):
Bennett, K. E. (2017). Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bennett, Kathleen Elizabeth. “Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs.” 2017. Thesis, University of Georgia. Accessed January 23, 2021.
http://hdl.handle.net/10724/36622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bennett, Kathleen Elizabeth. “Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs.” 2017. Web. 23 Jan 2021.
Vancouver:
Bennett KE. Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10724/36622.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bennett KE. Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36622
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Lund
15.
Andrée Löfholm, Cecilia.
Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang.
Degree: 2011, University of Lund
URL: https://lup.lub.lu.se/record/2155556
;
https://portal.research.lu.se/ws/files/4128980/2155557.pdf
► This dissertation deals with the transferability of an evidence-based treatment method from one cultural context to another, with Multisystemic Therapy (MST) in Sweden as an…
(more)
▼ This dissertation deals with the transferability of
an evidence-based treatment method from one cultural context to
another, with Multisystemic Therapy (MST) in Sweden as an example.
The primary research question is whether the evidence-based
treatment intervention MST can be transferred from the US to Sweden
with retained treatment effects. This thesis is organized around
four separate but interrelated studies. The first of these studies
focused on the annual incidence and childhood prevalence of
children and youth receiving child welfare interventions in Sweden.
It showed that the annual incidence and childhood prevalence of
child welfare services among adolescents were comparably high. The
second study, a randomized trial, assessed the effectiveness of MST
within the normally operating social service system for 156 youths
who met the diagnostic criteria for conduct disorder. Youth were
randomly assigned between MST and treatment-as-usual (TAU) groups.
Assessments were conducted at intake as well as seven and 24 months
after referral. The study presents the outcomes after 24 months.
Results from multiagent and multimethod assessment batteries showed
a general decrease in psychiatric problems and antisocial behavior
among participants across treatments. There were no significant
differences between the two groups. Although the results also
indicate that it was possible to implement MST in Sweden with the
same treatment effects as in the US, several possible explanations
to the results were investigated including treatment adherence and
socio demographical and systemic differences between the US and
Sweden. The third study examined weather MST treatment adherence
changed during the first six years among Swedish MST teams, factors
that account for identified changes, and how treatment adherence
was related to post-treatment outcomes. Fidelity data were obtained
from 973 families receiving MST from 68 therapists in ten Swedish
teams. Results suggested that more than a year of activity was
needed to significantly increase therapist treatment adherence. The
collective experience of MST within the MST teams seemed to be the
variable of primary importance to treatment adherence. The results
presented a modest correlation between high treatment adherence and
preferable post-treatment outcomes. The fourth and final study was
a review that addresses the issue of interpreting results from
effectiveness studies which utilize TAU as a comparator. A
meta-analysis suggested a striking heterogeneity in achieved
results between the studies included, and the hypothesis that
context may affect the outcome was not contradicted. Results
highlighted the importance of paying attention to the conditions
under which the method has been proven effective.
Subjects/Keywords: Social Work; Multisystemic Therapy (MST); Evidence-Based Practice; Transportability; Randomized trial; Treatment Adherence; Treatment fidelity; Treatment-as-usual (TAU)
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APA (6th Edition):
Andrée Löfholm, C. (2011). Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang. (Doctoral Dissertation). University of Lund. Retrieved from https://lup.lub.lu.se/record/2155556 ; https://portal.research.lu.se/ws/files/4128980/2155557.pdf
Chicago Manual of Style (16th Edition):
Andrée Löfholm, Cecilia. “Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang.” 2011. Doctoral Dissertation, University of Lund. Accessed January 23, 2021.
https://lup.lub.lu.se/record/2155556 ; https://portal.research.lu.se/ws/files/4128980/2155557.pdf.
MLA Handbook (7th Edition):
Andrée Löfholm, Cecilia. “Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang.” 2011. Web. 23 Jan 2021.
Vancouver:
Andrée Löfholm C. Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang. [Internet] [Doctoral dissertation]. University of Lund; 2011. [cited 2021 Jan 23].
Available from: https://lup.lub.lu.se/record/2155556 ; https://portal.research.lu.se/ws/files/4128980/2155557.pdf.
Council of Science Editors:
Andrée Löfholm C. Multisystemisk terapi i Sverige - evidensbaserad metod i
nytt sammanhang. [Doctoral Dissertation]. University of Lund; 2011. Available from: https://lup.lub.lu.se/record/2155556 ; https://portal.research.lu.se/ws/files/4128980/2155557.pdf
West Virginia University
16.
Snider, Mira D H.
Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy.
Degree: MS, Psychology, 2019, West Virginia University
URL: https://doi.org/10.33915/etd.3929
;
https://researchrepository.wvu.edu/etd/3929
► Clinician treatment fidelity, consisting of treatment adherence and clinician competence, is commonly assessed during the implementation of evidence-based treatments to ensure that clinicians are…
(more)
▼ Clinician
treatment fidelity, consisting of
treatment adherence and clinician competence, is commonly assessed during the implementation of evidence-based treatments to ensure that clinicians are delivering care according to an intended service model. Although resources are often expended in
fidelity measurement, associations between
fidelity and client outcomes has not been well established in the psychotherapy literature. The relationship between clinician
fidelity and
treatment outcomes was investigated in a longitudinal sample of clinicians (
n = 17) and parent-child dyads (
n = 32) following a statewide implementation of Parent-Child Interaction Therapy. Observer-rated measures of adherence and coaching competence collected from early
treatment sessions were used to predict intake levels and growth trajectories of parent-reported behavior problems and positive parenting skills. Hierarchical linear modeling results indicated that higher levels of coaching competence were associated with greater behavior problem frequency at intake. Neither early session adherence nor early session competence, as they were measured in the current study, predicted changes in
treatment outcomes over time. These results suggest that additional variables should be modeled alongside early
treatment fidelity to predict
treatment outcome change. Possible explanations for these findings, limitations of the current study, and directions for future research are discussed.
Advisors/Committee Members: Amy Herschell, Aaron Metzger, Aaron Metzger.
Subjects/Keywords: treatment fidelity; adherence; competence; parent training; externalizing behavior; Child Psychology; Clinical Psychology; Psychology
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APA (6th Edition):
Snider, M. D. H. (2019). Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.3929 ; https://researchrepository.wvu.edu/etd/3929
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Snider, Mira D H. “Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy.” 2019. Thesis, West Virginia University. Accessed January 23, 2021.
https://doi.org/10.33915/etd.3929 ; https://researchrepository.wvu.edu/etd/3929.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Snider, Mira D H. “Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy.” 2019. Web. 23 Jan 2021.
Vancouver:
Snider MDH. Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy. [Internet] [Thesis]. West Virginia University; 2019. [cited 2021 Jan 23].
Available from: https://doi.org/10.33915/etd.3929 ; https://researchrepository.wvu.edu/etd/3929.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Snider MDH. Examining the Impact of Treatment Fidelity on Client Outcomes in a Statewide Implementation of Parent-Child Interaction Therapy. [Thesis]. West Virginia University; 2019. Available from: https://doi.org/10.33915/etd.3929 ; https://researchrepository.wvu.edu/etd/3929
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Edith Cowan University
17.
Brogan, Emily Louise.
Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia.
Degree: 2019, Edith Cowan University
URL: https://ro.ecu.edu.au/theses/2264
► Background Aphasia is a neurological condition that affects the expression and/or comprehension of language and can have considerable impact on a person’s quality of life.…
(more)
▼ Background
Aphasia is a neurological condition that affects the expression and/or comprehension of language and can have considerable impact on a person’s quality of life. Treatment for aphasia from speech language pathologists is effective. However, more information is needed on the nature of effective intervention including consideration for what therapy is provided, when it is commenced and how it is delivered. Treatment fidelity is concerned with ensuring research treatment protocols are implemented as they were intended, which assists in uncovering the specifics of how and why treatments work. When treatment fidelity is investigated thoroughly, researchers and research consumers can be confident of the research findings. Increased confidence in the highest level of evidence may improve research translation and ultimately improve the delivery of services to people with aphasia. Treatment fidelity within aphasia research is receiving increasing attention as greater rigour is applied to clinical trials. Each publication in this thesis addresses a different aspect of treatment fidelity within an aphasia randomised controlled trial including treatment integrity, differentiation, dosage and reporting of usual care therapy provision.
Methods
A published literature review of the reporting of treatment fidelity in aphasia randomised controlled trials is presented in Chapter Three. For the remaining studies, data was collected using an observational study design involving the analysis of therapy videos collected within the Very Early Rehabilitation in SpEech (VERSE) trial. VERSE was a multicentre randomised controlled trial that investigated whether intensive aphasia therapy was more effective and cost saving than usual care in very early aphasia recovery after stroke. Within the trial, therapists video recorded therapy sessions in the prescribed therapy conditions. Fifty three of these therapy videos were randomly selected comprising 12% of the total received in the trial. Therapy videos were transcribed and coded according to the aims of this thesis. Using this data, treatment differentiation and integrity is investigated statistically in Chapter Five. Dosage, is quantified by the number of active ingredients present within each session and is described using a model of cumulative intervention intensity in Chapter Six. In Chapter Seven, descriptive data is presented for the Usual Care-Plus therapy arm according to the Template for Intervention Description and Replication (TIDieR) statement
Results
The literature review reports nine (21%) of forty-two aphasia randomised controlled trial articles explicitly reporting treatment fidelity. From the video analysis, therapists in the VERSE arm of the study were found to be highly adherent to the treatment protocol however, treatment differentiation between trial arms was not established in this sample. Total verbal utterances and cues used with success were independent positive predictors of outcome at six months post stroke and hypothesized as key therapeutic ingredients of…
Subjects/Keywords: Aphasia; treatment fidelity; rehabilitation; stroke; speech pathology; randomised controlled trials; dose; Medicine and Health Sciences
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APA ·
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APA (6th Edition):
Brogan, E. L. (2019). Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/2264
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Brogan, Emily Louise. “Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia.” 2019. Thesis, Edith Cowan University. Accessed January 23, 2021.
https://ro.ecu.edu.au/theses/2264.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brogan, Emily Louise. “Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia.” 2019. Web. 23 Jan 2021.
Vancouver:
Brogan EL. Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia. [Internet] [Thesis]. Edith Cowan University; 2019. [cited 2021 Jan 23].
Available from: https://ro.ecu.edu.au/theses/2264.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brogan EL. Treatment fidelity in the Very Early Rehabilitation in SpEech (VERSE) randomised controlled trial: An exploration of treatment for aphasia. [Thesis]. Edith Cowan University; 2019. Available from: https://ro.ecu.edu.au/theses/2264
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Miami
18.
Dunham, Radha.
Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia.
Degree: MS, Psychology (Arts and Sciences), 2008, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_theses/113
► The current study aims to clarify how therapist competence/adherence relates to client characteristics, consumer satisfaction, and dropout rates for family interventions for schizophrenia. The…
(more)
▼ The current study aims to clarify how therapist competence/adherence relates to client characteristics, consumer satisfaction, and dropout rates for family interventions for schizophrenia. The study was conducted as part of a larger
treatment trial which will test the efficacy of a culturally informed therapy for schizophrenia (CIT-S), against a
treatment as usual (TAU) comparison group. Encouragingly, overall, therapists were found to demonstrate very high levels of competence/adherence in both
treatment conditions. As hypothesized, less severe psychiatric symptoms and lower ratings of family difficulty were related to greater therapist competence/ adherence in several non-specific (e.g., establishing rapport) and CIT-S specific (fostering family cohesion) domains of
treatment. Also as hypothesized, certain aspects of greater competence/ adherence were related to lower dropout rates and higher consumer satisfaction. Contrary to expectations, general emotional distress and family cohesion were not related to competence/adherence. This study suggests that clinicians and clinical researchers may want to take certain client characteristics into account when evaluating therapist performance, choosing clients who are most suitable for therapy, and providing feedback to supervisees. Additionally, clinicians and researchers may want to monitor therapist performance early on in
treatment in order to address issues which may impact consumer satisfaction and
treatment retention.
Advisors/Committee Members: Amy Weisman de Mamani, Biing-Jiun Shen, Edward Rappaport.
Subjects/Keywords: Schizoaffective Disorder; Client Satisfaction; Treatment Fidelity
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APA (6th Edition):
Dunham, R. (2008). Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/113
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dunham, Radha. “Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia.” 2008. Thesis, University of Miami. Accessed January 23, 2021.
https://scholarlyrepository.miami.edu/oa_theses/113.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dunham, Radha. “Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia.” 2008. Web. 23 Jan 2021.
Vancouver:
Dunham R. Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia. [Internet] [Thesis]. University of Miami; 2008. [cited 2021 Jan 23].
Available from: https://scholarlyrepository.miami.edu/oa_theses/113.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dunham R. Client Characteristics and Therapist Competence and Adherence to Family Therapy for Schizophrenia. [Thesis]. University of Miami; 2008. Available from: https://scholarlyrepository.miami.edu/oa_theses/113
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Miami
19.
Coman, Drew Carson.
Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders.
Degree: MS, Psychology (Arts and Sciences), 2010, University of Miami
URL: https://scholarlyrepository.miami.edu/oa_theses/67
► For more than two decades, special education teacher shortages and attrition have concerned policymakers and administrators who work to recruit and retain special educators.…
(more)
▼ For more than two decades, special education teacher shortages and attrition have concerned policymakers and administrators who work to recruit and retain special educators. It is imperative, therefore, to investigate the possible causes underlying the decision of special educators to leave the field. The aim of this current study was to explore teacher commitment to model philosophy and burnout across two well-established preschool
treatment models for children with ASD: TEACCH (
Treatment and Education of Autistic and Related Communication-Handicapped Children) and LEAP (Learning Experiences and Alternative Program for Preschoolers and their Parents). Additionally, these constructs were explored in Business As Usual (BAU) classroom models. Results indicated that LEAP teachers were significantly more committed to LEAP philosophy and practice relative to the TEACCH and BAU teachers and TEACCH teachers were not significantly more committed to TEACCH philosophy relative to the LEAP and BAU teachers. Additionally, BAU teachers are not significantly more committed to either LEAP or TEACCH, but do share commitment to both classroom approaches. Lastly, post hoc analyses provided support for a quadratic relationship between teacher commitment and aspects of teacher burnout. Implications for school districts and teachers working within the field of special education are discussed.
Advisors/Committee Members: Michael Alessandri, Heather Henderson, Craig Marker, Michael Cuccaro.
Subjects/Keywords: Autism Spectrum Disorders; Teacher Commitment; Teacher Burnout; Fidelity Of Implementation; Preschool Comprehensive Treatment Programs
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APA (6th Edition):
Coman, D. C. (2010). Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/67
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Coman, Drew Carson. “Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders.” 2010. Thesis, University of Miami. Accessed January 23, 2021.
https://scholarlyrepository.miami.edu/oa_theses/67.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coman, Drew Carson. “Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders.” 2010. Web. 23 Jan 2021.
Vancouver:
Coman DC. Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders. [Internet] [Thesis]. University of Miami; 2010. [cited 2021 Jan 23].
Available from: https://scholarlyrepository.miami.edu/oa_theses/67.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coman DC. Teacher Commitment and Burnout: Their Effects on the Fidelity of Implementation of Comprehensive Treatment Programs for Preschool Children with Autism Spectrum Disorders. [Thesis]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_theses/67
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of New Mexico
20.
Campos-Melady, Marita.
Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment.
Degree: Psychology, 2013, University of New Mexico
URL: http://hdl.handle.net/1928/23314
► Central to the debate over the implementation of empirically supported treatments is whether or not therapist skill in delivering these therapies has a measurable, positive…
(more)
▼ Central to the debate over the implementation of empirically supported treatments is whether or not therapist skill in delivering these therapies has a measurable, positive relationship with client outcome. The
fidelity and skill with which therapists deliver these treatments have been studied under the constructs of therapist adherence and competence. There has been mixed evidence of the relationship between adherence and competence and client outcomes, that could be due to small sample sizes, potentially inadequate measures for rating therapists' skill, and limited statistical methods. The current study utilized a data set from the Adolescent and Family
Treatment (AAFT) project in which 91 therapists provided services to 384 clients at regionally diverse sites. Substance abuse therapists trained to deliver the Adolescent Community Reinforcement Approach (A-CRA) submitted audio-taped therapy sessions to expert raters for review. Measures of adherence and competence derived from these ratings were examined in a Multi-Level Model, for associations with client substance use outcomes at 3, 6 and 12-month follow-up periods. This study found that therapist competence was significantly predictive of decreases in clients' days of substance use. There was a non-significant trend for adherence being associated with decreased days of substance use as well. Client exposure to A-CRA
treatment procedures also predicted decreased substance use across follow-ups, as did the cross-level interaction between A-CRA procedure exposure and therapist competence. Post-hoc analyses found that the number of co-morbid disorders of clients as well as client externalizing behaviors were predictive of therapist competence. This study adds to the evidence that
treatment fidelity is associated with better
treatment outcomes for clients.
Advisors/Committee Members: Smith, Jane Ellen, Moyers, Theresa, McCrady, Barbara, Bryan, Angela.
Subjects/Keywords: adherence; competence; treatment fidelity; substance use; adolescent; community reinforcement approach; A-CRA; CRA; multilevel model
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Manager
APA (6th Edition):
Campos-Melady, M. (2013). Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23314
Chicago Manual of Style (16th Edition):
Campos-Melady, Marita. “Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 23, 2021.
http://hdl.handle.net/1928/23314.
MLA Handbook (7th Edition):
Campos-Melady, Marita. “Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment.” 2013. Web. 23 Jan 2021.
Vancouver:
Campos-Melady M. Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1928/23314.
Council of Science Editors:
Campos-Melady M. Therapist Adherence and Competence as Predictors of Client Outcomes in Adolescent Substance Use Treatment. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23314
Brigham Young University
21.
Rigby, Danielle Marie.
Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings.
Degree: EdS, 2019, Brigham Young University
URL: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9635&context=etd
► Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and…
(more)
▼ Behavior Intervention Plans (BIPs) are intended to guide educators’ efforts to help struggling students succeed in school by reducing the frequency of problem behavior and teaching appropriate, pro-social responses. The impact of a BIP, however, depends on the degree to which the plan is implemented with fidelity. In practice, there are many factors that prevent teachers and other practitioners from strictly adhering to the BIP including having multiple plans to follow, inexperience with the specified intervention(s), or particularly challenging behaviors in the classroom. The purpose of the study was to identify the factors that contribute to the treatment integrity of BIPs implemented by general educators. To accomplish this goal, we graded plans already developed and implemented using the Behavior Intervention Plan Quality Evaluator, Second edition. The BIP evaluations were then paired with survey responses from the practitioners charged with creating and completing the BIPs. A multiple regression analysis was used to predict treatment integrity (TI) outcomes based on BIP quality, in terms of development and features of the written plan, and the coaching or training received by the primary implementer and plan developer. The purpose of this study was to determine how the qualifications, training, and coaching of the professionals involved in a plan, as well as the development of the plan, and the quality of the BIP influence treatment integrity. Although coaching ended up being an excluded factor and only BIP quality was found to possess some relation to treatment integrity, the study concluded with interesting findings. Training, BIP Quality, and Treatment Integrity were found to possess predictive qualities for student outcomes. A total of 4 school districts in the state of Utah participated in the study and a total of 51 plans were evaluated and 32 survey responses were submitted. Individual BIP practices were assessed, and with more information on the factors that influence treatment integrity, educators will be better prepared to support these factors in their schools and provide better supports and develop higher quality behavior intervention plans as they are implemented with greater integrity.
Subjects/Keywords: behavior support; implementation fidelity; implementation; behavior support plan; treatment integrity; behavior intervention plan
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APA ·
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Manager
APA (6th Edition):
Rigby, D. M. (2019). Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9635&context=etd
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rigby, Danielle Marie. “Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings.” 2019. Thesis, Brigham Young University. Accessed January 23, 2021.
https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9635&context=etd.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rigby, Danielle Marie. “Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings.” 2019. Web. 23 Jan 2021.
Vancouver:
Rigby DM. Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings. [Internet] [Thesis]. Brigham Young University; 2019. [cited 2021 Jan 23].
Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9635&context=etd.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rigby DM. Treatment Integrity of Behavior Intervention Plans (BIPs) in Public School Settings. [Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9635&context=etd
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Kentucky
22.
Dick, Kaitlin J.
EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN.
Degree: 2017, University of Kentucky
URL: https://uknowledge.uky.edu/edsrc_etds/43
► With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to…
(more)
▼ With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood classroom. This coaching intervention could prove to be more efficient and practical for educators. This study added to the external validity and generalization of the findings in an early childhood classroom by using one-two year old children with social communication delays. This study found a functional relationship between training early childhood teachers through a multicomponent coaching intervention and the increase in treatment fidelity of implementing naturalistic teaching strategies with children with communication delays. The percentage of child responses per opportunity increased once the teachers implemented the strategies.
Subjects/Keywords: Coaching; Video Modeling; Treatment Fidelity; Naturalistic Language Strategies; Early Childhood; Early Childhood Education
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APA ·
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APA (6th Edition):
Dick, K. J. (2017). EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/43
Chicago Manual of Style (16th Edition):
Dick, Kaitlin J. “EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN.” 2017. Masters Thesis, University of Kentucky. Accessed January 23, 2021.
https://uknowledge.uky.edu/edsrc_etds/43.
MLA Handbook (7th Edition):
Dick, Kaitlin J. “EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN.” 2017. Web. 23 Jan 2021.
Vancouver:
Dick KJ. EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN. [Internet] [Masters thesis]. University of Kentucky; 2017. [cited 2021 Jan 23].
Available from: https://uknowledge.uky.edu/edsrc_etds/43.
Council of Science Editors:
Dick KJ. EFFECTS OF A COACHING INTERVENTION ON TEACHER’S IMPLEMENTATION OF NATURALISTIC STRATEGIES TO PROMOTE COMMUNICATION IN CHILDREN. [Masters Thesis]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/edsrc_etds/43
Mississippi State University
23.
Medley, Meagan Boyd.
Teacher ratings of a daily behavior report card with or without a treatment integrity measure.
Degree: PhD, Counseling and Educational Psychology, 2014, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012014-182821/
;
► This study examined teacher perceptions of an intervention including a daily behavior report (DBRC) with a measure of treatment integrity present (Experimental Group) and…
(more)
▼ This study examined teacher perceptions of an intervention including a daily behavior report (DBRC) with a measure of
treatment integrity present (Experimental Group) and without a measure of
treatment integrity present (Control Group) The study was conducted in an analog (i.e., vignettes) online format with teacher participants from a southeastern school district. Each participant was presented with a vignette describing a student with problem classroom behaviors, a summary functional behavior assessment, and a sample behavior intervention plan including a DBRC. Only the Experimental Group was then presented with a direct observation measure of
treatment integrity correlating to the DBRC. All teacher participants then rated the intervention using the Usage Rating Profile-Intervention (URP-I).
On average teachers evaluated both the DBRC intervention with and without a
treatment integrity component positively (i.e., means ranged from slightly agree to agree across all measures). A t-test indicated that no statistically significant differences existed between the Experimental and Control Groups total scores on the URP-I. This indicated that the measure of
treatment integrity did not impact teachers ratings of the intervention
on the URP-I. A MANOVA procedure found no statistically significant differences in teachers ratings of the intervention using each of the four factor scores of the URP-I (i.e., Acceptability, Understanding, Feasibility, and Systems Support). A multiple regression procedure used to examine various raters demographic characteristics found no statistically significant predictability for URP-I scores based on race, grades taught, years experience, and teaching setting (special/gifted versus general education).
Cautious generalizations should be made due to limitations including the analog nature of the study, limited geographical area and participant characteristics. Additionally, the URP-I, a direct observation
treatment integrity checklist, and a behavior intervention plan with an emphasis on a DBRC were all used. Use of other variables such as different interventions, rating scales and
treatment integrity measures should be investigated.
Suggestions for future research include conducting similar lines of research in naturalistic settings with school teachers and children, continued research in the different ways to collect
treatment integrity research, and conducting acceptability and teacher perception research for other behavior interventions, target behaviors, and with other teacher groups.
Advisors/Committee Members: Carlen Henington (chair), Anastasia D. Elder (committee member), Cheryl A. Justice (committee member), Tawny E. McCleon (committee member), Carmen Reisener (committee member).
Subjects/Keywords: treatment integrity; daily behavior report card; fidelity; acceptability; social validity; URP-I; usage; behavior intervention plan; functional behavior assessment
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APA (6th Edition):
Medley, M. B. (2014). Teacher ratings of a daily behavior report card with or without a treatment integrity measure. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012014-182821/ ;
Chicago Manual of Style (16th Edition):
Medley, Meagan Boyd. “Teacher ratings of a daily behavior report card with or without a treatment integrity measure.” 2014. Doctoral Dissertation, Mississippi State University. Accessed January 23, 2021.
http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012014-182821/ ;.
MLA Handbook (7th Edition):
Medley, Meagan Boyd. “Teacher ratings of a daily behavior report card with or without a treatment integrity measure.” 2014. Web. 23 Jan 2021.
Vancouver:
Medley MB. Teacher ratings of a daily behavior report card with or without a treatment integrity measure. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2021 Jan 23].
Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012014-182821/ ;.
Council of Science Editors:
Medley MB. Teacher ratings of a daily behavior report card with or without a treatment integrity measure. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012014-182821/ ;
Vanderbilt University
24.
Nelson, Michael Cader.
New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches.
Degree: MS, Psychology, 2013, Vanderbilt University
URL: http://hdl.handle.net/1803/11981
► Intervention fidelity (Nelson, Cordray, Hulleman, Darrow, & Sommer, in press) is the extent to which an intervention has been implemented as planned in the treatment…
(more)
▼ Intervention
fidelity (Nelson, Cordray, Hulleman, Darrow, & Sommer, in press) is the extent to which an intervention has been implemented as planned in the
treatment group, and differentiated from the control group, in the context of a randomized controlled experiment (RCT). Education researchers are seeking more and better tools for measuring intervention
fidelity, but approaches have varied widely among researchers, and there are few direct comparisons of different analytical methods.
IRT approaches may be especially capable of overcoming difficulties associated with analyzing intervention
fidelity data, including skewed distributions, multidimensionality, and poorly-defined constructs. A recent development in explanatory multidimensional IRT (MIRT) is a model that detects group differences and individual differences simultaneously for multidimensional tests (Cho, Athay, & Preacher, in press). Model results then can be compared directly with factorial analysis of variance (ANOVA, Kirk, 1968) results.
The primary goal of this study is to demonstrate parallel analyses of empirical intervention
fidelity data with both the traditional ANOVA using total scores and this particular MIRT model. The comparison shows the unique strengths of explanatory MIRT for intervention
fidelity analyses, allowing researchers to assess its benefits over classical test theory (CTT) approaches, as well as the feasibility of MIRT analysis for their data. Secondarily, the results of this study show that choice of analytical method for intervention
fidelity analysis can lead to somewhat different statistical conclusions. It is recommended that the sources of such deviations be investigated through simulation studies and other methods in the future.
Advisors/Committee Members: Sun-Joo Cho (committee member), Andrew Tomarken (committee member), Bethany Rittle-Johnson (committee member), David Cordray (Committee Chair).
Subjects/Keywords: MIRT; IRT; ANOVA; experiments; interventions; treatment integrity; fidelity; implementation; item response theory; RCT; randomized controlled trials
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APA (6th Edition):
Nelson, M. C. (2013). New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11981
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nelson, Michael Cader. “New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches.” 2013. Thesis, Vanderbilt University. Accessed January 23, 2021.
http://hdl.handle.net/1803/11981.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nelson, Michael Cader. “New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches.” 2013. Web. 23 Jan 2021.
Vancouver:
Nelson MC. New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches. [Internet] [Thesis]. Vanderbilt University; 2013. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1803/11981.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nelson MC. New tools for intervention fidelity assessment: an empirical comparison of explanatory multidimensional IRT and CTT approaches. [Thesis]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/11981
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Connecticut
25.
Czernik, Laura Marie.
Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review.
Degree: MA, Communication Science, 2012, University of Connecticut
URL: https://opencommons.uconn.edu/gs_theses/259
Subjects/Keywords: Treatment fidelity; child language; language intervention; evidence-based practice
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APA (6th Edition):
Czernik, L. M. (2012). Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/259
Chicago Manual of Style (16th Edition):
Czernik, Laura Marie. “Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review.” 2012. Masters Thesis, University of Connecticut. Accessed January 23, 2021.
https://opencommons.uconn.edu/gs_theses/259.
MLA Handbook (7th Edition):
Czernik, Laura Marie. “Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review.” 2012. Web. 23 Jan 2021.
Vancouver:
Czernik LM. Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review. [Internet] [Masters thesis]. University of Connecticut; 2012. [cited 2021 Jan 23].
Available from: https://opencommons.uconn.edu/gs_theses/259.
Council of Science Editors:
Czernik LM. Assessing Treatment Fidelity in Child Language Intervention Literature: A Systematic Review. [Masters Thesis]. University of Connecticut; 2012. Available from: https://opencommons.uconn.edu/gs_theses/259
University of Vermont
26.
Leverentz-Brady, Kristen M.
Relationship Between Service Intensity, Care Coordination, And Child Outcomes.
Degree: PhD, Psychology, 2008, University of Vermont
URL: https://scholarworks.uvm.edu/graddis/138
► The current study examines the relationship between service utilization and child outcomes, and the role fidelity to the principles of the wraparound care coordination process…
(more)
▼ The current study examines the relationship between service utilization and child outcomes, and the role
fidelity to the principles of the wraparound care coordination process plays in mediating that relationship. One hundred and twenty-one participants at three separate Children’s Mental Health Services (CMHS)-funded Systems of Care national evaluation sites in three states were administered the Wraparound
Fidelity Index (WFI), designed to measure adherence to the principles of wraparound; child outcomes measures, including the Child Behavior Checklist (CBCL) and the Child and Adolescent Functional Assessment Scale (CAFAS); and the Multi-Sector Service Contact Questionnaire (MSSC), designed to assess services received. Data were analyzed using hierarchical multiple regression and linear mixed models in order to examine the mediational role
fidelity plays at two levels, children and wraparound facilitators, and at three different time points, baseline, six-month follow-up, and twelve-month follow-up. No statistically significant relationships were found between wraparound
fidelity and child outcomes at six-month follow-up. Also, at six-month follow-up, the level of services the child and family received significantly predicted child outcomes related to externalizing symptoms but not to internalizing symptoms or functional impairment; however, this relationship was not mediated by
fidelity to the wraparound process. From baseline to six-month follow-up and twelve-month follow-up, no statistically significant relationships were found between wraparound
fidelity and child outcomes across wraparound facilitators. Also, no statistically significant relationships were found between the level of services the child and family received and child outcomes. A mediation model from baseline to six-month follow-up and twelve-month follow-up was not viable due to the null findings. Exploratory analyses were conducted. Implications of these findings and directions for future studies are discussed.
Advisors/Committee Members: Stickle, Timothy.
Subjects/Keywords: Wraparound Fidelity Index; Systems of Care; Outcomes; Treatment
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APA (6th Edition):
Leverentz-Brady, K. M. (2008). Relationship Between Service Intensity, Care Coordination, And Child Outcomes. (Doctoral Dissertation). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/138
Chicago Manual of Style (16th Edition):
Leverentz-Brady, Kristen M. “Relationship Between Service Intensity, Care Coordination, And Child Outcomes.” 2008. Doctoral Dissertation, University of Vermont. Accessed January 23, 2021.
https://scholarworks.uvm.edu/graddis/138.
MLA Handbook (7th Edition):
Leverentz-Brady, Kristen M. “Relationship Between Service Intensity, Care Coordination, And Child Outcomes.” 2008. Web. 23 Jan 2021.
Vancouver:
Leverentz-Brady KM. Relationship Between Service Intensity, Care Coordination, And Child Outcomes. [Internet] [Doctoral dissertation]. University of Vermont; 2008. [cited 2021 Jan 23].
Available from: https://scholarworks.uvm.edu/graddis/138.
Council of Science Editors:
Leverentz-Brady KM. Relationship Between Service Intensity, Care Coordination, And Child Outcomes. [Doctoral Dissertation]. University of Vermont; 2008. Available from: https://scholarworks.uvm.edu/graddis/138
27.
Conybeare, Daniel.
Fidelity of Motivational Interviewing for smokers who are not ready to quit.
Degree: 2015, University of Illinois – Chicago
URL: http://hdl.handle.net/10027/19641
► Motivational Interviewing (MI) and behavioral interventions are effective treatments for smoking cessation, and MI is increasingly being integrated into behavioral interventions in smoking cessation programs—especially…
(more)
▼ Motivational Interviewing (MI) and behavioral interventions are effective treatments for smoking cessation, and MI is increasingly being integrated into behavioral interventions in smoking cessation programs—especially with smokers who are not ready to quit. Moreover, these programs often utilize bachelor’s-level counselors with minimal training in MI or counseling in general, which may lead to concerns about
fidelity of MI. The current study examined whether 15 bachelor’s-level counselors adhered to MI principles and techniques while delivering three smoking cessation interventions: MI, BI, and MI plus BI. Smoker participants were 344 individuals recruited through primary care clinics and enrolled in a larger clinical trial of counseling and nicotine replacement therapies for smokers who were not ready to quit. For each smoker participant, one randomly selected counseling session was coded using the Motivational Interviewing
Treatment Integrity Scale (Moyers et al., 2010), a coding system that assesses for global ratings of MI quality (e.g., evocativeness) and specific MI-related counseling behaviors (e.g., complex reflections). Compared to MI only, MI plus BI was associated with lower levels of empathy, but was not associated with lower levels of evocation, collaboration, or support of autonomy, other core characteristics of MI. MI plus BI was also associated with a smaller proportion of complex-to-simple reflections, and a smaller percentage of open-ended (compared to closed-ended) questions, compared to MI only. Lastly, greater empathy and MI
fidelity were associated with smoker participants being more likely to report during follow-up that they intend to quit in the future. Limitations and future directions are discussed.
Advisors/Committee Members: Mermelstein, Robin (advisor), Behar, Evelyn (committee member), Balague, Gloria (committee member), Cook, Jessica (committee member), Herbener, Ellen (committee member).
Subjects/Keywords: Smoking cessation; Motivational Interviewing; treatment fidelity
…address this gap in knowledge, the current study
examined treatment fidelity and smoker outcomes… …treatment outcomes (e.g., smoking reduction). Indeed, quality and
fidelity of MI for… …evidence that MI training leads to improved treatment fidelity and smoker
outcomes, MI may be… …Importantly,
if combining interventions negatively affects treatment fidelity at the group or… …investigate.
20
E. Measurement of Treatment Fidelity
1. Fidelity of Motivational Interviewing
To…
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APA (6th Edition):
Conybeare, D. (2015). Fidelity of Motivational Interviewing for smokers who are not ready to quit. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19641
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Conybeare, Daniel. “Fidelity of Motivational Interviewing for smokers who are not ready to quit.” 2015. Thesis, University of Illinois – Chicago. Accessed January 23, 2021.
http://hdl.handle.net/10027/19641.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Conybeare, Daniel. “Fidelity of Motivational Interviewing for smokers who are not ready to quit.” 2015. Web. 23 Jan 2021.
Vancouver:
Conybeare D. Fidelity of Motivational Interviewing for smokers who are not ready to quit. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/10027/19641.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Conybeare D. Fidelity of Motivational Interviewing for smokers who are not ready to quit. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19641
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Oregon
28.
Pinkelman, Sarah.
Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes.
Degree: PhD, Department of Special Education and Clinical Sciences, 2014, University of Oregon
URL: http://hdl.handle.net/1794/18514
► The success of behavioral interventions depends not just on the quality of procedures employed but on the extent to which procedures are implemented. This study…
(more)
▼ The success of behavioral interventions depends not just on the quality of procedures employed but on the extent to which procedures are implemented. This study used a multiple-baseline across participants single-case design to assess the impact of an online data management application (the Individual Student Information System; ISIS- SWIS) on the
fidelity and impact of individual student behavior support plans in typical school contexts. Three students with patterns of problem behavior and their supporting adults participated in the study. The research question examined if a functional relation exists between use of (a) performance self-assessment and (b) student impact assessment via ISIS-SWIS on the
fidelity of behavior support plan implementation by adults and improvement in academic engagement and problem behavior by students. Results indicate the efficacy of ISIS-SWIS in improving
treatment fidelity, decreasing student problem behavior, and increasing student academic engagement. Potential contributions of the study are discussed in terms of establishing efficient data systems for schools to use in monitoring staff and student behavior and using these data in a meaningful way that results in improved student outcomes and sustained behavior change.
Advisors/Committee Members: Horner, Robert (advisor).
Subjects/Keywords: Data-based decision making; Function-based interventions; Implementation; Positive Behavior Interventions and Supports; Self-monitoring; Treatment fidelity
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APA (6th Edition):
Pinkelman, S. (2014). Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/18514
Chicago Manual of Style (16th Edition):
Pinkelman, Sarah. “Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes.” 2014. Doctoral Dissertation, University of Oregon. Accessed January 23, 2021.
http://hdl.handle.net/1794/18514.
MLA Handbook (7th Edition):
Pinkelman, Sarah. “Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes.” 2014. Web. 23 Jan 2021.
Vancouver:
Pinkelman S. Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes. [Internet] [Doctoral dissertation]. University of Oregon; 2014. [cited 2021 Jan 23].
Available from: http://hdl.handle.net/1794/18514.
Council of Science Editors:
Pinkelman S. Effects of Self-delivered Performance Feedback and Impact Assessment via the Individual Student Information System (ISIS-SWIS) on Behavior Support Plan Treatment Fidelity and Student Outcomes. [Doctoral Dissertation]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/18514
Virginia Commonwealth University
29.
Martinez, Ruben G.
A meta-analysis investigating the correlation between treatment integrity and youth client outcomes.
Degree: PhD, Psychology, 2020, Virginia Commonwealth University
URL: https://doi.org/10.25772/FKPM-TN85
;
https://scholarscompass.vcu.edu/etd/6345
► Objective: The relation between treatment integrity and youth client outcomes in psychosocial treatment research has implications for therapist training, study design, and study interpretation.…
(more)
▼ Objective: The relation between
treatment integrity and youth client outcomes in psychosocial
treatment research has implications for therapist training, study design, and study interpretation. Despite work done in this area, this relation remains unclear. The aim of the current study was to meta-analyze and describe characteristics of investigations of integrity and outcome in youth.
Method and Analytic Plan: A total of
N = 30 studies were identified. Conceptual and methodological factors were coded. Pearson’s
r represented the magnitude of the integrity-outcome correlation. Robust variance estimation was used to account for dependency of within-study effect sizes. Two models were run with identical methods, Model 1 did not impute/estimate effect sizes and Model 2 imputed/estimated missing effect sizes. Each model was built iteratively, including an unconditional model and moderator model. Tests of heterogeneity, publication bias, and sensitivity analyses were conducted.
Results: The mean integrity-outcome effect size in Model 1 and Model 2 were negative and statistically significant (
r = -.11,
p < .0001;
r = -.09,
p < .0001, respectively).
Treatment integrity component and quality of
treatment integrity procedures did not moderate the integrity-outcome correlation. Publication bias revealed some trim-and-fill analyses, indicating the possibility of publication bias. Outliers did not play a role in study findings.
Discussion: There appears to be a small correlation between
treatment integrity and outcome. A small sample and inconsistent reporting practices made additional moderation analyses inadvisable. Potential explanations for findings were explored. Recommendations are provided, including consistent reporting standards and sophisticated research paradigms for therapy process research.
Advisors/Committee Members: Bryce D. McLeod, Ph.D., Michael A. Southam-Gerow, Ph.D., Terri N. Sullivan, Ph.D., Jason C. Chow, Ph.D., Bruce D. Rybarczyk, Ph.D..
Subjects/Keywords: Treatment Integrity; Therapist Adherence; Therapist Competence; Youth Clinical Outcomes; Meta-analysis; Fidelity; Child Psychology; Clinical Psychology; Counseling Psychology
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APA (6th Edition):
Martinez, R. G. (2020). A meta-analysis investigating the correlation between treatment integrity and youth client outcomes. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/FKPM-TN85 ; https://scholarscompass.vcu.edu/etd/6345
Chicago Manual of Style (16th Edition):
Martinez, Ruben G. “A meta-analysis investigating the correlation between treatment integrity and youth client outcomes.” 2020. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 23, 2021.
https://doi.org/10.25772/FKPM-TN85 ; https://scholarscompass.vcu.edu/etd/6345.
MLA Handbook (7th Edition):
Martinez, Ruben G. “A meta-analysis investigating the correlation between treatment integrity and youth client outcomes.” 2020. Web. 23 Jan 2021.
Vancouver:
Martinez RG. A meta-analysis investigating the correlation between treatment integrity and youth client outcomes. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2020. [cited 2021 Jan 23].
Available from: https://doi.org/10.25772/FKPM-TN85 ; https://scholarscompass.vcu.edu/etd/6345.
Council of Science Editors:
Martinez RG. A meta-analysis investigating the correlation between treatment integrity and youth client outcomes. [Doctoral Dissertation]. Virginia Commonwealth University; 2020. Available from: https://doi.org/10.25772/FKPM-TN85 ; https://scholarscompass.vcu.edu/etd/6345
University of Minnesota
30.
Tanol, Gizem.
Treatment fidelity: relation to treatment acceptability and change over time.
Degree: PhD, Educational Psychology, 2010, University of Minnesota
URL: http://purl.umn.edu/101133
► The purpose of this study was: (a) to examine the relation between acceptability and fidelity of an intervention package in natural classroom settings, and (b)…
(more)
▼ The purpose of this study was: (a) to examine the relation between acceptability and fidelity of an intervention package in natural classroom settings, and (b) to examine how fidelity of implementation varies in relation to high vs. low treatment acceptability over the course of an academic school year. Participants were 44 teachers, from 15 schools, working with students at-risk for or diagnosed with emotional and behavioral disorders (EBD). After two weeks of training, teachers implemented the multi-component intervention package (Classroom Organization and Management Program, Good Behavior Game, and Self Monitoring) in their classrooms. Once a week, trained observers conducted direct observation of treatment fidelity and offered feedback to teachers. The study was carried out for an academic school year with fidelity data collected for an average of 15.5 weeks (excluding training, school breaks, and missing data). At the end of the school year, teachers filled out acceptability ratings for the combined and individual components of the intervention package. The relation between treatment acceptability and fidelity of implementation was studied by examining the fidelity of implementation on weeks 2, 7, and 12, and the total treatment acceptability score. The findings of Pearson correlations revealed a significant but weak relation between teachers' ratings of acceptability and their fidelity of implementation (ranging from .28 to .53). The results of Repeated Measure Analysis of Variance (RM-ANOVA) revealed that teachers' fidelity of implementation did not significantly change over time in relation to their high vs. low ratings of treatment acceptability. Finally, the findings revealed that within the context of an efficacy trial, with extensive training and weekly consultation, the fidelity of implementation was sustained over time. Results are discussed in terms of implications for school consultants, limitations and future research.
Subjects/Keywords: Implementation Over Time; School Consultation; Teacher Training; Treatment Acceptability; Treatment Fidelity; Educational Psychology
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Manager
APA (6th Edition):
Tanol, G. (2010). Treatment fidelity: relation to treatment acceptability and change over time. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/101133
Chicago Manual of Style (16th Edition):
Tanol, Gizem. “Treatment fidelity: relation to treatment acceptability and change over time.” 2010. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2021.
http://purl.umn.edu/101133.
MLA Handbook (7th Edition):
Tanol, Gizem. “Treatment fidelity: relation to treatment acceptability and change over time.” 2010. Web. 23 Jan 2021.
Vancouver:
Tanol G. Treatment fidelity: relation to treatment acceptability and change over time. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2021 Jan 23].
Available from: http://purl.umn.edu/101133.
Council of Science Editors:
Tanol G. Treatment fidelity: relation to treatment acceptability and change over time. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/101133
◁ [1] [2] ▶
. 
Open Access Theses and Dissertations
