A survey investigating school psychologists' measurement of treatment integrity in school‐based interventions and their beliefs about its importance

By Wendy S. Cochrane, J. Laux. 2008

102 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6664adba7a324c7af522001ff466a43d7ea96c6b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Daniel M. Maggin
2. Austin H. Johnson
3. Lisa M. Hagermoser Sanetti

In Cognitive Neuroscience

1. Lindsay M. Fallon
2. Daniel M. Maggin
3. Austin H. Johnson
4. Lisa M. Hagermoser Sanetti

In Developmental and Educational Psychology

1. Lindsay M. Fallon
2. Daniel M. Maggin
3. Austin H. Johnson
4. Lisa M. Hagermoser Sanetti

Citations in the corpus

• Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research (2015, background): “Without significant research that tackles these conceptual and practical issues, it is unlikely that treatment fidelity will be regularly assessed and that PF will be efficiently and effectively utilized (Cochrane & Laux, 2008; Sanetti & DiGennaro Reed, 2012).”
• Toward Developing a Science of Treatment Integrity: Introduction to the Special Series (2009, unknown): “Results of the survey conducted by Cochrane and Laux (2008) highlighted the lack of documentation of treatment integrity data in applied settings.”