Literaturnachweis - Detailanzeige
Autor/inn/en | Shogren, Karrie A.; Pace, Jesse R.; Hicks, Tyler A.; Raley, Sheida K.; Lane, Kathleen Lynne |
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Titel | Setting Standards for SDLMI Fidelity: Promoting Data-Driven Decision Making to Advance Self-Determination Instruction |
Quelle | (2023), (43 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Shogren, Karrie A.) ORCID (Pace, Jesse R.) ORCID (Raley, Sheida K.) ORCID (Lane, Kathleen Lynne) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Cutting Scores; Fidelity; Program Implementation; Evidence Based Practice; Intervention; Self Determination; Models; Instruction; Goal Orientation; Secondary School Students; Students with Disabilities; Inclusion; Standard Setting |
Abstract | This study used standards setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction, designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to a fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fidelity outcomes over time across three dimensions of adherence, quality of delivery, and student responsiveness. Almost all teachers (93%) immediately meet cutscores for the adherence dimension after training; but smaller numbers meet cutscores for quality of delivery (64%) and student responsiveness (69%). However, quality of delivery and student responsiveness showed growth over time with implementation experience and there was a small effect of intensifying implementation supports. [This paper will be published in "Psychology in the Schools."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |