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ABSTRACT
Home–school interventions can facilitate positive family–school relationships and improve student outcomes. However, there is little research that attends to parents’ treatment integrity, even though home–school interventions are uniquely challenging and parents may experience particular challenges as implementers. This case study documents two parents’ implementation of a homework intervention designed within conjoint behavioral consultation. Results indicate that parents struggled to consistently deliver to the homework intervention. Participant adherence (e.g., student bringing home homework) was similar to and necessary for parents’ implementation. Exposure data indicate students were engaged with the homework intervention for more time than specified by the intervention protocol. Program differentiation data captured the difference between typical home routines and intervention implementation and were varied across participants. The interpretation of these varied treatment integrity dimensions is described in relation to school psychologists’ data-driven decisions about evaluating the homework intervention and providing implementation support.
Additional information
Notes on contributors
Melissa A. Collier-Meek
Dr. Melissa Collier-Meek is an Assistant Professor of School Psychology at the University of Massachusetts Boston. Her research addresses treatment integrity assessment and promotion. She is a licensed psychologist and Board Certified Behavior Analyst.
Lisa M. H. Sanetti
Dr. Lisa Sanetti is an Associate Professor of School Psychology at the University of Connecticut. Her primary areas of research interest involve implementation science, translation of evidence-based strategies in schools, and school-based mental health. She is a licensed psychologist and Board Certified Behavior Analyst.