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Promoting Treatment Integrity Of Par...

Altschaefl, Margaret R.

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Promoting Treatment Integrity Of Parent- and Teacher-Delivered Math Fluency Interventions: An Adult Behavior Change Intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Promoting Treatment Integrity Of Parent- and Teacher-Delivered Math Fluency Interventions: An Adult Behavior Change Intervention./
Author:	Altschaefl, Margaret R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	460 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3715049
ISBN:	9781321930122

Promoting Treatment Integrity Of Parent- and Teacher-Delivered Math Fluency Interventions: An Adult Behavior Change Intervention.
Altschaefl, Margaret R.

Promoting Treatment Integrity Of Parent- and Teacher-Delivered Math Fluency Interventions: An Adult Behavior Change Intervention. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 460 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

This item must not be sold to any third party vendors.

Treatment integrity refers to the extent to which an intervention is implemented as planned. This construct has significant implications for both intervention outcome research and implementation of interventions in educational settings. Additionally, treatment integrity is critical to the success of the current focus in schools of promoting evidence-based interventions and Response-to-Intervention. Research has demonstrated that teachers exhibit decreasing trends in treatment integrity within a few days of initiating interventions. Importantly, the limited data available on treatment integrity in parent-delivered interventions shows that additional supports may also needed to sustain intervention implementation. This study evaluated the use of Implementation Planning component of Planning Realistic Intervention Implementation and Maintenance by Educators (PRIME), an adult behavior change intervention extrapolated from an empirically supported model in the health psychology literature, to improve teacher and parent treatment integrity of a math fluency intervention with students in school and home settings. Adherence and quality treatment integrity were consistently high for teachers and parents across all study phases. Teacher exposure treatment integrity was inconsistent across phases, whereas parents consistently implemented the intervention consistently until the follow-up phases. Despite some improvements in treatment integrity for teachers, there was no functional relationship found between Implementation Planning and increases in treatment integrity or increases in math fluency. There were significant increases in math fluency from the Baseline phase to the combined Intervention phase. Implications for supporting teachers and parents in Conjoint Behavioral Consultation are discussed.

ISBN: 9781321930122Subjects--Topical Terms:

641129
Mathematics education.

Promoting Treatment Integrity Of Parent- and Teacher-Delivered Math Fluency Interventions: An Adult Behavior Change Intervention.
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520 $a Treatment integrity refers to the extent to which an intervention is implemented as planned. This construct has significant implications for both intervention outcome research and implementation of interventions in educational settings. Additionally, treatment integrity is critical to the success of the current focus in schools of promoting evidence-based interventions and Response-to-Intervention. Research has demonstrated that teachers exhibit decreasing trends in treatment integrity within a few days of initiating interventions. Importantly, the limited data available on treatment integrity in parent-delivered interventions shows that additional supports may also needed to sustain intervention implementation. This study evaluated the use of Implementation Planning component of Planning Realistic Intervention Implementation and Maintenance by Educators (PRIME), an adult behavior change intervention extrapolated from an empirically supported model in the health psychology literature, to improve teacher and parent treatment integrity of a math fluency intervention with students in school and home settings. Adherence and quality treatment integrity were consistently high for teachers and parents across all study phases. Teacher exposure treatment integrity was inconsistent across phases, whereas parents consistently implemented the intervention consistently until the follow-up phases. Despite some improvements in treatment integrity for teachers, there was no functional relationship found between Implementation Planning and increases in treatment integrity or increases in math fluency. There were significant increases in math fluency from the Baseline phase to the combined Intervention phase. Implications for supporting teachers and parents in Conjoint Behavioral Consultation are discussed.
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