Implementation Fidelity for Math Intervention: Basic Quality Ratings to Supplement Adherence

Autor/inn/en	Nelson, Peter M.; Pulles, Sandra M.; Parker, David C.; Klaft, Jenna
Titel	Implementation Fidelity for Math Intervention: Basic Quality Ratings to Supplement Adherence
Quelle	In: School Psychology, 35 (2020) 1, S.72-79 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000338
Schlagwörter	Fidelity; Intervention; Program Implementation; Mathematics Instruction; Mathematics Achievement; Learner Engagement; Elementary School Mathematics; Middle School Mathematics; Elementary School Students; Middle School Students; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Minnesota + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Although it is common for researchers to assess implementation fidelity (IF) within the context of math intervention, IF assessments are often restricted to intervention adherence. Further, the degree to which IF influences observed outcomes is commonly ignored. The current study examined the relationship between three aspects of IF and the math performance of 1,340 grade 4 through 8 students who participated in an evidence-based math intervention. A series of multilevel regression models were fit to the data, including a final model with an indicator of intervention adherence, intervention delivery quality, and intervention engagement. A significant and positive association was observed between students' math performance and intervention engagement; however, a similar relationship was not observed when examining the impact of adherence and the quality of intervention delivery on students' math performance. Results are discussed in the context of implementation research for educational interventions. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01