![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Over the past two decades, the role of school psychologists internationally has shifted from a more narrow focus on assessment to a broader emphasis on problem solving and delivering intervention services via consultation. Defining interventions is important for replication and translation of practice. Further, to make valid, data-based decisions about intervention effectiveness, school psychologists need to consider student outcomes in light of treatment integrity data. Reviews of treatment outcome research in many applied fields indicate that although many researchers operationally define interventions, a majority of researchers fail to report treatment integrity data. The purpose of this study was to review the treatment integrity data reported in intervention studies published in School Psychology International between 1995–2010. Results indicate a majority of published studies include neither a definition of the independent variable nor quantitative treatment integrity data. Implications for research and practice are discussed.
References
Section:
| Dane, A. V., Schneider, B. H. (1998) Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review 18: 23–45. Google Scholar | Crossref | Medline | ISI | |
| Department for Education and Skills (2001) Special educational needs: Code of practice, Nottingham: Department for Education and Skills. Google Scholar | |
| Durlak, J. A., DuPre, E. P. (2008) Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology 41: 327–350. Google Scholar | Crossref | Medline | ISI | |
| European Agency for Development in Special Needs Education. (2003). Special needs education in Europe. Retrieved from http://www.european-agency.org/publications/ereports/special-needs-education-in-europe/sne_europe_en.pdf. Google Scholar | |
| Fixsen, D. (2011) Frameworks to integrate implementation science, practice, and policy, Paper presented at the Global Implementation Conference. Washington, DC. Google Scholar | |
| Gansle, K. A. (2005) The effectiveness of school-based anger management interventions and programs: A metaanalysis. Journal of School Psychology 43: 321–341. Google Scholar | Crossref | |
| Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., Innocenti, M. S. (2005) Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children 71: 149–164. Google Scholar | SAGE Journals | ISI | |
| Gresham, F. M. (1989) Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review 18: 37–50. Google Scholar | ISI | |
| Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E., Bocian, K. M. (2000) Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research and Practice 15: 198–205. Google Scholar | Crossref | |
| Individuals with Disabilities Education Improvement Act, 20 U.S.C. §1400 et seq. (2004). Google Scholar | |
| Jimerson, S. R., Graydon, K., Mantak, Y., Lam, S., Thurm, J., Kleuva, N., Coyne, J. H., Loprete, L. J., Phillips, J., & The ISPA Research Committee. (2006). The international school psychology survey. School Psychology International, 27, 5--32. Google Scholar | |
| Lam, S. (1998) The changing roles of educational psychologists in Hong Kong. School Psychology International 19: 317–340. Google Scholar | SAGE Journals | ISI | |
| Little, S. G., Akin-Little, A., Lloyd, K. (2011) Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP practice model. School Psychology International 32: 569–591. Google Scholar | SAGE Journals | ISI | |
| McIntyre, L. L., Gresham, F. M., DiGennaro, F. D., Reed, D. D. (2007) Treatment integrity of school-based interventions with children in the Journal of Applied Behavior Analysis 1991–2005. Journal of Applied Behavior Analysis 40: 659–672. Google Scholar | Crossref | Medline | ISI | |
| Moncher, F. J., Prinz, R. J. (1991) Treatment fidelity in outcome studies. Clinical Psychology Review 11: 247–266. Google Scholar | Crossref | ISI | |
| No Child Left Behind, 20 U.S.C. § 16301 et seq. (2001). Google Scholar | |
| Noell, G. H. (2008) Research examining the relationships among consultation process, treatment integrity, and outcomes. In: Erchul, W. P., Sheridan, S. M. (eds) Handbook of research in school consultation: Empirical foundations for the field, Mahwah, NJ: Erlbaum. 315–334. Google Scholar | |
| Noell, G. H., Gansle, K. A. (2006) Assuring the form has substance: Treatment plan implementation as the foundation of assessing response to intervention. Assessment for Effective Intervention 32: 32–39. Google Scholar | SAGE Journals | |
| Peterson, L., Homer, A., Wonderlich, S. (1982) The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis 15: 477–492. Google Scholar | Crossref | Medline | ISI | |
| Perepletchikova, F., Treat, T., Kazdin, A. E. (2007) Treatment integrity in psychotherapy research: Analysis of the studies and examination of the associated factors. Journal of Consulting & Clinical Psychology 75: 829–841. Google Scholar | Crossref | Medline | ISI | |
| Sanetti, L. M. H., Dobey, L., Gritter, K. L. (2012) Treatment integrity of interventions with children in the positive behavior support literature from 1995 to 2009. Journal of Positive Behavioral Intervention 14: 29–46. Google Scholar | SAGE Journals | |
| Sanetti, L. M. H., Gritter, K. L., Dobey, L. M. (2011) Treatment integrity of interventions with children in the school psychology literature from 1995 to 2008. School Psychology Review 40: 72–84. Google Scholar | ISI | |
| Shadish, W. R., Cook, T. D., Campbell, D. T. (2002) Experimental and quasi-experimental designs for generalized causal inference, Boston, MA: Houghton Mifflin. Google Scholar | |
| Schulte, A. C., Easton, J. E., Parker, J. (2009) Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review 38: 460–475. Google Scholar | ISI | |
| Snell, M. E., Chen, L. Y., Hoover, K. (2006) Teaching augmentative and alternative communication to students with severe disabilities: A review of intervention research 1997–2003. Research and Practice for Persons with Severe Disabilities 31: 203–214. Google Scholar | SAGE Journals | ISI | |
| Wheeler, J. L., Baggett, B. A., Fox, J., Blevins, L. (2006) Treatment integrity: A review of intervention studies conducted with children with autism. Focus on Autism and Other Developmental Disabilities 21: 45–54. Google Scholar | SAGE Journals | |
| Wilkinson, L. A. (2006) Monitoring treatment integrity; An alternative to the ‘consult and hope’ strategy in school-based behavioral consultation. School Psychology International 27: 426–438. Google Scholar | SAGE Journals |
