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ERIC Number: EJ1204847
Record Type: Journal
Publication Date: 2019-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
School Psychologists' Beliefs and Practices about Treatment Integrity in 2008 and 2017
Cochrane, Wendy S.; Sanetti, Lisa M. H.; Minster, Molly C.
Psychology in the Schools, v56 n3 p295-305 Mar 2019
A random sample of 1,000 Nationally Certified School Psychologists were mailed a 17-item survey about treatment integrity. A total of 132 responded and answered questions about the importance of treatment integrity data for tiered interventions and the frequency and methods used to measure treatment integrity in one-to-one and problem-solving team consultation. Ninety-eight percent agreed that treatment integrity data were critical for tiered interventions. However, only 7% in one-to-one consultation and 0% in team consultation reported it was "always" collected. Respondents identified barriers of time, workload, system factors, and staff knowledge as explanations for why there was a gap between belief and practice. The participant responses were compared to those from a 2008 survey and found to be almost unchanged. Issues associated with decision-making when treatment integrity data are lacking and recommendations for improving the assessment and reporting of treatment integrity are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A