Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016     

Lisa M. Hagermoser Sanetti  Sarah Charbonneau  Allison Knight  Wendy S. Cochrane  Molly C. M. Kulcyk  Katherine E. Kraus 《Psychology in the schools》2020,57(6):901-922

Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals between 2009 and 2016. Results indicate that a plurality of studies reviewed operationally defined some, but not all intervention(s). Further, the majority of studies (72.8%) include a quantitative treatment fidelity data, a 35% increase from the Sanetti, Gritter and Dobey (2011) review of these same journals. Results also indicate many studies include data on multiple dimensions of fidelity. Of the multiple dimensions, adherence is (a) the most commonly reported dimension, (b) most often reported using a single index, (c) assessed using in vivo observation, and (d) high in a majority of studies. Further, results indicate some study and design characteristics are associated with the presence of operational definitions and treatment fidelity data.  相似文献   

EDITORIAL     

Wendy Moore 《Australian Journal of Learning Difficulties》2018,23(1):1-3

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Normative Growth Expectations Must Be Realistic: A Response to Phillips and Clarizio     

Wendy M. Yen 《Educational Measurement》1988,7(4):16-17

Phillips and Clarizio (1988) make a serious error In concluding that developmental standard score scales produce unrealistic expectations for growth of low-achieving students. The nature of their error is described in this response to their paper.  相似文献   

The Educational Value of Written and Oral Storying     

Wendy Dedicott 《Literacy》1988,22(2):89-95

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Working meeting on electronic records     

Wendy Duff  David Thomas  David Wallace 《Archives and Museum Informatics》1994,8(4):301-352

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A question of identity: Some aspects of historical fiction for children set in Ireland     

Wendy Lake 《Children‘s Literature in Education》1987,18(1):13-19

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From the Outside in: A Collaborative Approach to Context-Driven and Capacity-Constrained Preventive Conservation Strategies for Collections in Heritage Buildings and Sites     

Michael C. Henry  Wendy C. Jessup 《文物保护研究》2018,63(5):121-126

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Of Uniform Appearance: a symbol of school discipline and governmentality     

Daphne Meadmore  Colin Symes 《Discourse: Studies in the Cultural Politics of Education》1996,17(2):209-225

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Academic Subject Specialist and Special Librarians: Exploring a Shared Interest in Developing Information Literacy Skills     

Wendy Jo Girven 《图书馆管理杂志》2017,57(8):911-921

Academic librarians who work as subject specialists within a discipline and special librarians have a shared interest in information literacy instruction, despite differences in their library settings and culture. Collaboration between these parties would decrease the gap between information literacy skills developed in the classroom and in the workplace. Practical issues relating to collaboration, as well as a reviewed case study engage the dialogue surrounding this kind of partnership.  相似文献   

Libraries and Research: Five Key Themes for Sustainable Innovation in Strategy and Services     

Wendy White 《New Review of Academic Librarianship》2017,23(2-3):85-88

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