An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation

Autor/inn/en	Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert
Titel	An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
Quelle	In: Remedial and Special Education, 40 (2019) 1, S.25-31 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518795639
Schlagwörter	Validity; Fidelity; Program Implementation; Self Evaluation (Individuals); Positive Behavior Supports; Intervention; Measures (Individuals); School Personnel; Elementary Schools; Middle Schools; High Schools; Illinois; Indiana; Maryland; Minnesota; Missouri; Wisconsin + Suchen Sie Ihr Suchwort? Gültigkeit; Messdaten; Schulpersonal; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01