University of Massachusetts Boston, United States.
University of Massachusetts Boston, United States.
J Sch Psychol. 2018 Jun;68:113-128. doi: 10.1016/j.jsp.2018.03.001. Epub 2018 Mar 18.
Teachers struggle to maintain high levels of treatment integrity, which are associated with efficient improvements in student outcomes. To address this challenge, school psychologists can provide implementation support, such as prompts or performance feedback, to increase teachers' treatment integrity when it is low. Implementation prompts are an emerging implementation support having been investigated in one previous study, but are feasible and require little time to provide. Performance feedback is an evidence-based practice, but requires more time for school psychologists to coordinate and deliver. The current study sought to compare the emailed delivery of prompts and performance feedback directly. Three elementary school teachers from a diverse setting participated with their students in this experimental multiple baseline single-case design research study. Teachers were trained to implement a classwide group contingency intervention and, when treatment integrity was low, received prompts and then performance feedback. Direct observation of treatment integrity and classwide behavior indicated that performance feedback was slightly more effective at increasing treatment integrity, but implementation prompts were modestly effective, took less time to provide, and were viewed as more acceptable by teachers. Furthermore, student outcomes (academic engagement and disruptive behavior) were relatively stable across the emailed prompts and performance feedback phases, suggesting the supports were similarly effective. Future research might further investigate these findings and continue to build the research base for implementation supports to promote treatment integrity.
教师努力保持高水平的治疗完整性，这与学生成绩的有效提高有关。为了解决这一挑战，学校心理学家可以提供实施支持，如提示或绩效反馈，以在教师治疗完整性较低时提高其治疗完整性。实施提示是一种新兴的实施支持，已经在之前的一项研究中进行了调查，但具有可行性并且需要很少的时间来提供。绩效反馈是一种基于证据的实践，但需要学校心理学家更多的时间来协调和提供。本研究旨在直接比较提示和绩效反馈的电子邮件传递。来自不同背景的三位小学教师及其学生参与了这项实验性多基线单案例设计研究。教师接受了实施全班群体应急干预的培训，当治疗完整性较低时，他们会收到提示，然后是绩效反馈。对治疗完整性和全班行为的直接观察表明，绩效反馈在提高治疗完整性方面略有效，但实施提示也有一定效果，提供时间更短，并且更受教师接受。此外，学生的学习成果（学业参与度和破坏性行为）在电子邮件提示和绩效反馈阶段相对稳定，这表明这些支持措施同样有效。未来的研究可能会进一步探讨这些发现，并继续为促进治疗完整性的实施支持建立研究基础。
