Increasing teacher treatment fidelity to cover, copy, compare through consultation and computer-based implementation planning

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ABSTRACT

Available data indicate educators struggle to implement interventions consistently across time, which negatively impacts student outcomes. Implementation strategies have been developed to improve treatment fidelity, but many require time and staffing demands that can be unfeasible in practice. The primary purpose of this study was to extend the literature on one such strategy, implementation planning, by evaluating the effectiveness of computer-based implementation planning (CBIP) to improve teachers’ treatment fidelity to cover, copy, compare (CCC). Teachers were asked to implement CCC with nominated students having difficulty with mathematics fluency. All teachers demonstrated low-to-moderate adherence and moderate-to-high quality during initial implementation. Following the completion of CBIP, teachers consistently demonstrated substantially improved levels of adherence and moderately improved quality. Teachers rated CBIP to be socially valid. Implications and future directions related to the present findings are discussed.

KEYWORDS:

• Treatment fidelity
• implementation
• cover copy compare

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Institute of Education Sciences, U.S. Department of Education, under Grant [R324A10005] to the University of Connecticut. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Notes on contributors

Justin Byron

Justin Byron, PhD is a school psychologist in Shelton, CT public schools.

Lisa M. Hagermoser Sanetti

Lisa M. Hagermoser Sanetti is an associate professor in the school psychology program in the Neag School of Education at the University of Connecticut. Her research interests include implementation science and educator wellbeing. Through her research she aims to develop and disseminate strategies to feasibly support educators’ implementation of evidence-based practices, and to improve teacher health and wellbeing through participatory intervention design.

Sarah Charbonneau

Sarah Charbonneau, MA is a doctoral student in the school psychology program in the Neag School of Education at the University of Connecticut.