Fidelity of Problem-Solving Implementation and Relationship to Student Performance

Abstract

This study examined the fidelity of problem-solving implementation by multidisciplinary teams (MDTs) in 227 schools and the relationship to student outcomes. Judgments about fidelity of problem-solving implementation and student goal attainment were derived from independent ratings of work products submitted by MDTs. Highest fidelity scores were evident for “Behavioral Definition of the Problem” and “Clearly Identified Goal;” lowest fidelity scores were demonstrated for “Hypothesized Reason for the Problem” and “Treatment Integrity.” Ratings of student goal attainment indicated positive student change during problem-solving implementation. Statistically significant but modest correlation coefficients were demonstrated between ratings of student outcomes and ratings of six of the eight problem-solving components. Stepwise multiple regression of student outcome ratings on ratings of implementation fidelity demonstrated that two problem-solving components (“Clearly Identified Goal” and “Data Indicating Student Response to Intervention”) were significant predictors, accounting for 8% of the variance in student outcome (F=11.09, p <.001).

Additional information

Notes on contributors

Cathy F. Telzrow

Cathy Telzrow, PhD, ABPP, is Professor and Coordinator of the School Psychology Program at Kent State University at Kent, Ohio. Her research interests relate to the effects of educational policy on special education and school psychological practice.

Kathy McNamara

Kathy McNamara, PhD, is Associate Professor and Director of the School Psychology Program at Cleveland State University. She is interested in the quality and delivery of school-based interventions, and in programs and activities promoting social competence.

Constance L. Hollinger

Constance Hollinger, PhD, is Professor of Psychology and Dean of the Division of University Studies at Cleveland State University. She has been involved in the evaluation of the Intervention Based Assessment model in Ohio for the past seven years.