Hagermoser Sanetti Lisa M, Collier-Meek Melissa A, Long Anna C J, Byron Justin, Kratochwill Thomas R
University of Connecticut, USA.
University of Massachusetts, Boston.
J Sch Psychol. 2015 Jun;53(3):209-29. doi: 10.1016/j.jsp.2015.03.002. Epub 2015 May 15.
School psychologists commonly provide intervention services to children through consultation with teachers. Data suggest, however, that many teacher consultees struggle to implement these interventions. There are relatively few evidence-based strategies for promoting teacher consultees' intervention implementation. The purpose of this study was to evaluate Implementation Planning as a strategy for increasing the adherence and quality with which teacher consultees implemented behavior support plans. Implementation Planning involves adapting intervention steps to the implementation context, providing detailed logistical planning, as well as identifying implementation barriers and developing strategies to address them. Results indicated that teachers' implementation adherence levels increased and quality levels increased with corresponding decreases in variability, compared to standard behavioral consultation. Implications for future research on treatment integrity are discussed.
学校心理学家通常通过与教师协商，为儿童提供干预服务。然而，数据显示，许多接受咨询的教师在实施这些干预措施时存在困难。促进接受咨询的教师实施干预措施的循证策略相对较少。本研究的目的是评估实施计划作为一种策略，以提高接受咨询的教师实施行为支持计划的依从性和质量。实施计划包括使干预步骤适应实施环境、提供详细的后勤规划，以及识别实施障碍并制定应对策略。结果表明，与标准行为咨询相比，教师的实施依从性水平提高，质量水平提高，同时变异性相应降低。文中讨论了对未来治疗完整性研究的启示。
