van Otterloo Sandra G, van der Leij Aryan, Veldkamp Esther
Department of Education, University of Amsterdam, The Netherlands.
Dyslexia. 2006 Aug;12(3):155-76. doi: 10.1002/dys.311.
Treatment integrity is an underexposed issue in the phonological awareness intervention research. The current study assessed the integrity of treatment of the families (N = 32) participating in the experimental condition of a home-based pre-reading intervention study. The participating kindergartners were all genetically at risk for developing dyslexia. Two aspects of treatment integrity, the number of lessons completed (quantity) and the quality of the administration of the programme (observed in a videotaped session), were investigated. The level of treatment integrity turned out to be 66% when completion of all lessons was taken as quantitative criterion, and about 74% when quality of the parent-child interaction was assessed. The two measures could predict the pre-reading skills at the end of kindergarten. Together they accounted for 43% of the variance in this dependent variable. Together with pre-reading scores at the pre-test the total predicted variance was 87%. The number of lessons completed still contributed 12% to the prediction after controlling for pre-test scores. The results indicated that treatment integrity indeed appears to be an important aspect of treatment outcome and should therefore be included in intervention studies.
治疗完整性是语音意识干预研究中一个未被充分探讨的问题。本研究评估了参与一项基于家庭的学前阅读干预研究实验条件的家庭（N = 32）的治疗完整性。参与研究的幼儿园儿童均有患诵读困难症的遗传风险。研究调查了治疗完整性的两个方面，即完成的课程数量（数量）和项目实施的质量（通过录像课程观察）。以完成所有课程作为定量标准时，治疗完整性水平为66%，而评估亲子互动质量时，该水平约为74%。这两项指标可以预测幼儿园末期的学前阅读技能。它们共同解释了该因变量43%的方差。与学前测试的阅读前分数一起，总预测方差为87%。在控制学前测试分数后，完成的课程数量仍对预测贡献了12%。结果表明，治疗完整性确实似乎是治疗结果的一个重要方面，因此应纳入干预研究。
