Toward Developing a Science of Treatment Integrity: Introduction to the Special Series

By Lisa M. Hagermoser Sanetti, Thomas Kratochwill, Thomas J. Power. School psychology review, 2009

411 citations recorded by the source corpus.

Abstract Treatment integrity (also referred to as “treatment fidelity,” “intervention integrity,” and “procedural reliability”) is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past 5 years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. The article concludes with a description of the purposes of this special series.

View Paper: https://www.semanticscholar.org/paper/842e10d5ca220f0a609ebe589f1c988657daafe1

How researchers see this paper

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

Citations in the corpus

Single-Case Intervention Research Design Standards (2013, background): “What follows is a brief summary of the main issues, with a more extensive discussion in an article by Shadish et al. (2008). Several issues are involved in creating ES estimates.”
Treatment Integrity of Interventions With Children in the School Psychology Literature from 1995 to 2008 (2011, background): “Regardless of the reasons why, nearly one third of treatment outcome studies did not include adequate access to a definition of the intervention being studied and it is essential that the prevalence of such information increase (Dusenbury et al., 2003; Sanetti & Kratochwill, 2009).”
Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research (2015, background): “…(e.g., permanent products, self-report, direct observation), (c) determining “acceptable” versus “unacceptable” levels of treatment fidelity, and (d) how often treatment fidelity should be assessed and supported, among other issues (Gresham, 1989; Sanetti et al., 2011; Sanetti & Kratochwill, 2009).”
A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent–Teacher Relationship (2012, background): “It is generally recognized that lessened adher- ence to treatment plans undermines their effects (Hagermoser Sanetti & Kratochwill, 2009); however, the degree to which this difference in implementation across settings affected the potency of the intervention is unknown.”
Implementation Research (2016, background): “…and research reviews have since been published (e.g., Century & Cassata, 2014; Chambers, Glasgow, & Stange, 2013; Durlak & DuPre, 2008; Fixsen et al., 2005; Hall & Hord, 2015; Michie et al., 2009; Remillard, 2005; Rohrbach et al., 2006; Sanetti & Kratochwill, 2009; Weiss, Bloom, & Brock, 2013).”
The Interaction Effects of Program Training, Dosage, and Implementation Quality on Targeted Student Outcomes for The RULER Approach to Social and Emotional Learning (2012, background): “Having teachers rate the quality of their delivery of lessons introduces potential biases as teachers tend to overestimate their levels of implementation (Sanetti & Kratochwill, 2009), which often are higher than ratings by trained observers (Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008).”
Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers (2012, unknown): “Future research with the HOPS intervention needs to assess fidelity as a multidimensional construct (Sanetti & Kratochwill, 2009), including examining session length as a potential predictor of outcomes (Nock & Ferriter, 2005).”