Measuring Fidelity to Improve Intervention Effectiveness

Teachers are responsible for using evidence-based practices to improve students’ academic and behavioral outcomes. Although teachers have access to a variety of resources on evidence-based practices, poor implementation can adversely affect their effectiveness. However, an inadequate student response to intervention may also be the result of a mismatch between the practice and the student’s needs. As a result, it is important for teachers to determine the degree to which they implement evidence-based practices as intended to determine if an inadequate student response is due to poor implementation or inappropriate selection of intervention. The authors discuss the importance of fidelity of implementation and methods teachers can use to measure implementation fidelity. The authors discuss suggested methods and examples.

McKenna, John W., Flower, Andrea, and Ciullo, Stephen. (2014). Measuring Fidelity to Improve Intervention Effectiveness. Intervention in School and Clinic, 50, 15-21.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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