Burns Matthew K, Peters Rebecca, Noell George H
University of Minnesota, Minnesota, USA.
J Sch Psychol. 2008 Oct;46(5):537-50. doi: 10.1016/j.jsp.2008.04.001. Epub 2008 May 20.
Implementation integrity is a potentially critical issue for problem-solving teams (PST) and most response-to-intervention models. The current study hypothesized that providing performance feedback, which has consistently been shown to increase implementation integrity, to PSTs would enhance the procedural integrity of the process. The PSTs for three elementary schools were provided performance feedback with a 20-item checklist created from the literature. A multiple-baseline design across schools revealed an immediate change in level after providing performance feedback. The resulting percentages of non-overlapping data were 90.9%, 90.0%, and 100%. However, PSTs still did not monitor student progress, assess the effectiveness of the intervention, or measure the integrity with which the intervention was implemented even after receiving feedback. Thus, providing performance feedback could be a method to increase the fidelity with which critical components of data-based problem-solving are implemented, but these data suggest the need for additional research.
实施完整性对于问题解决团队（PST）和大多数响应干预模式来说是一个潜在的关键问题。当前的研究假设，向PST提供一直被证明能提高实施完整性的绩效反馈，将增强该过程的程序完整性。为三所小学的PST提供了基于文献创建的包含20个条目的清单的绩效反馈。跨学校的多基线设计显示，提供绩效反馈后水平立即发生了变化。得到的非重叠数据百分比分别为90.9%、90.0%和100%。然而，即使在收到反馈后，PST仍然没有监测学生的进展、评估干预的有效性，也没有衡量干预实施的完整性。因此，提供绩效反馈可能是一种提高基于数据的问题解决关键组成部分实施保真度的方法，但这些数据表明还需要进行更多研究。
