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Abstract
Treatment integrity (the degree to which a treatment is implemented as planned) represents a key concept in school-based intervention and is considered to be a link between use and effectiveness of interventions. Its demonstration represents one of the most important aspects of both scientific as well as as practical applications of interventions in school settings. A total of 181 experimental studies published between 1980–90 in seven journals known for behaviorally based interventions was reviewed. Of primary interest was whether or not integrity was assessed, the degree of treatment integrity, operational definitions of treatments, and effect sizes produced by interventions. Only 14.4% (26 studies) systematically measured and reported integrity data; only 34% (65 studies) operationally defined treatments. Moderate positive correlations were found between degree of treatment integrity and level of treatment outcome. Recommendations for future research and practice centered on operational definition of treatments, measurement of treatment integrity, and alternative methods for assessing treatment integrity.
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Notes on contributors
Frank M. Gresham
Frank M. Gresham, PhD, is Professor and Director of the School Psychology Program at the University of California-Riverside. He has published extensively on topics such as integrity of interventions, consulting, and social skills. Dr. Gresham is a former Lightner Witmer Award winner and a Fellow of Divisions 5 and 16 of the American Psychological Association.
Kristin A. Gansle
Kristin A. Gansle, MA, is currently pursuing a PhD at the University of California at Riverside. Her research interests include experimental manipulation of treatment integrity.
George H. Noell
George H. Noell, MA, is a doctoral student in the school psychology program at the University of California — Riverside. His research interests include ecological principles of classroom intervention, behavioral consultation, and cost-benefit analysis.
Stacey Cohen
Stacey Cohen and Stacey Rosenblum are students in the PhD Combined Program in school and clinical psychology at Hofstra University.
Stacey Rosenblum
Stacey Cohen and Stacey Rosenblum are students in the PhD Combined Program in school and clinical psychology at Hofstra University.