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May 25, 2017 · Teachers must provide high-quality instruction based on evidence-based practices to provide students meaningful opportunities to learn and to improve school outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation may limit the effectiveness of teacher practices, as indicated by low levels of student achievement and flat rates of progress.
- John William McKenna, Melissa Parenti
- 2017
Sep 16, 2016 · Fidelity (n.): faithfulness to a person, cause, or belief, demonstrated by continuing loyalty and support. For us, in education, we can extrapolate that to mean faithfulness to, loyalty for and support of your core curriculum. It means exercising your judgement by making professional decisions as you teach the core curriculum.
Nov 21, 2017 · Republish. “With fidelity” are some of the most damaging words in education. Districts spend a ton of money paying people to pick out massively expensive, packaged curriculums, as if every one ...
- Tom Rademacher
- Literature Search Strategy
- Inclusion Criteria
- Exclusion Criteria
- Special Treatment of Research Reports
- Coding
- Adherence
- Intervention Quality
- Exposure to The Intervention
- Receptiveness
- Combined If Indexes
Two search strategies were used to ensure an exhaustive search of the existing literature. The first was to identify primary studies in the online databases APA PsycNET (n = 315), PUBMED (n = 216), EBSCO (n = 95), ISI-WEB Science (n = 89), and Scopus Science Direct (n = 167) using the following keywords: fidelity, integrity, implementation, adheren...
Eligible studies for this review were those that: a) reported measures of the relationship between an IF component (adherence, intervention quality, dose, and/or receptiveness) and the results of the intervention; b) assessed school-based mental health programs, defined as interventions intended to promote, prevent, or treat problems associated wit...
Studies excluded from this review were those that: a) reported qualitative or review-based results; b) failed to provide statistical information about the relationship between IF and outcomes; c) reported results of school interventions aimed only at improving certain aspects of learning processes (e.g., literacy) or focused on physical health and ...
Interventions conducted in different school levels (e.g., primary and secondary education) reported in a single study were coded and analyzed separately. The same procedure was followed when one study employed different measures to assess and determine the associations of a single IF component (e.g., adherence according to two informants or differe...
Independent Variables: Components of Implementation Fidelity
Assuming that an intervention is operationalized through the measurement of IF components, these were regarded as independent variables in relation to the outcomes of SMHP. The underlying assumption is that measurement of these variables constitutes a window into the intervention’s black box, usually regarded as a dichotomous variable (treatment vs. control). Therefore, the four major components of IF were considered (Dane and Schneider 1998; Dupaul 2009; Schulte et al. 2009), and the presenc...
This element concerns the degree of fulfillment of or fidelity to the practical components specified in the operative model. It was deemed to be present when the researchers measured the use of specific techniques, the application of general principles, or the fulfillment of key phases of the intervention process.
This element concerns the degree of competence with which the interventionist executes the actions. Intervention quality was deemed to be present when the researchers measured the interventionists’ knowledge about the intervention, the interventionists’ skill as demonstrated when performing the actions, and/or their attitudes towards the actions pe...
This component concerns the number of intervention sessions in which a student participates. Exposure to the intervention was deemed to be present when the researchers measured the number, or the proportion of sessions received compared to the total number of sessions (e.g., annual, biannual, monthly, weekly, or daily).
This element concerns the degree to which students were committed to the intervention. Receptiveness was deemed to be present only when the researchers measured the participants’ attitude towards the intervention (e.g., enthusiasm and commitment) through post-intervention surveys or questionnaires.
This element concerns the construction or usage of IF indexes based on the combination of the components mentioned above.
- Rodrigo Rojas-Andrade, Loreto Leiva Bahamondes
- 2019
Administering Assessments with Fidelity. By: Yvette Aranas. The idea of “fidelity” is often discussed in the context of interventions. Interventions should be implemented with fidelity, meaning that the teacher is doing it in the way that it is supposed to be done. We can’t be certain that an intervention is working if it is being ...
ols for achieving the primary end of implementation science, the betterment of outcomes. However, because many disciplines are involved, the concept of fidelity and its evaluation processes remain unclear, even within fields. Fidelity is generally defined as the degree to which a plan is implemented as int.
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Apr 30, 2014 · Methods teachers can use to measure implementation fidelity are reported. Suggested methods are discussed and examples are provided. Get full access to this article
