Support
In this domain, we conduct research to understand:
What strategy or strategies are effective, for who, and when.
How feasible are effective strategies when delivered by practitioners.
How can technology help us support implementers to sustain practices.
Research including multiple implementation supports
Just like students, implementers need different levels of implementation support for different interventions. Knowing which to choose when is key.
Collier-Meek, M. A., Sanetti, L. M. H., Gould, K., & Periera, B. (2021). Using the performance diagnostic checklist to evaluate and promote paraeducators’ treatment fidelity. Journal of School Psychology, 86, 1-14. doi: 10.1016/j.jsp.2021.02.005
PDC-HS informed support improved paraeducator implementation of behavior support plans.
Sanetti, L. M. H., Williamson, K., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions, 20, 43-59.
Teachers’ delivery of classroom management practices increased 20% after implementation planning and, for teachers who needed further support, another 16% after participant modeling. Results were sustained at 1- and 2-month follow-up
Collier-Meek, M. A., Sanetti, L. M. H., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91-111.
5 implementation strategies improved teachers’ implementation of comprehensive, research-based classroom management plans.
Sanetti, L. M. H., & Collier-Meek, S. M. (2015). Data-driven delivery of implementation supports in a multi-tiered framework: A pilot study. Psychology in the Schools, 52, 815-828.
Implementation supports organized and delivered in a least-to-most intensive manner effectively and efficiently improved teachers’ implementation of research-based classroom management practices.
Research on implementation planning
Implementation planning is a proactive implementation support to prevent low-levels of implementation.
Byron, J., Sanetti, L. M. H., Charbonneau, S. (2020). Increasing teacher treatment fidelity to cover, copy, compare through consultation and computer-guided implementation planning. International Journal of School and Educational Psychology, 1-15.
Teachers’ delivery of Cover-Copy-Compare to increase students’ math fluency improved after completion of computer-based implementation planning.
Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Byron, J. R., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology, 53, 209-229.
After Implementation Planning, teachers’ implementation of function-based behavior support plans increased substantially. Student academic engagement increased by 17% and disruptive behavior decreased 21%.
Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014) Using implementation planning to increase teachers' adherence and quality to behavior support plans. Psychology in the Schools, 51, 879-895.
After Implementation Planning, teachers’ implementation of function-based behavior support plans increased 43% and disruptive behavior decreased 25%. Results were sustained at 1- and 2-month follow-up.
Research on performance feedback implemented by educators
It’s good to know a strategy is effective when research teams implement it, but impactful when we know it is effective when educators implement it.
Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50, 134-150.
School personnel assessed teachers’ delivery of a classwide intervention and provided performance feedback with 84-90% fidelity across teachers. Challenges were lack of time and discomfort providing feedback to colleagues.
Sanetti, L. M. H., Chafouleas, S. M., Fallon, L. M., & Jaffrey, R. (2014). Increasing teachers’ adherence to a class-wide intervention through performance feedback provided by a school-based consultant: A case study. Journal of Educational and Psychological Consultation, 24, 239-260.
A special education teacher assessed teachers’ delivery of a classwide intervention and provide performance feedback, resulting in improved intervention delivery and student outcomes.
Using everyday technology to increase feasibility of implementation support
No one needs one more thing to do. Using technology can increase automatization of implementation support.
Fallon, L. M., Collier-Meek, M. A., Falamore, G., DeFouw, E. R., & Gould, K. (2021). Electronically delivered implementation supports to promote treatment fidelity: A research synthesis. School Psychology Review. doi: 10.1080/2372966X.2020.1853485
Electronically delivered training, modeling, prompts, self-monitoring, or performance feedback can improve teachers’ implementation in the classroom.
Fallon, L. M., Collier-Meek, M. A., Kurtz, K. D., & DeFouw, E. R. (2018). Emailed implementation supports to promote treatment integrity: Comparing the effectiveness and acceptability of prompts to performance feedback. Journal of School Psychology, 68, 113-128. DOI: 10.1016/j.jsp.2018.03.001
Teachers’ fidelity improved after receiving emailed prompts and increased further after receiving emailed performance feedback.
Collier-Meek, M. A., Fallon, L. M., & DeFouw, E. R. (2017). Towards feasible implementation support: Emailed prompts to promote teachers’ treatment integrity. School Psychology Review, 46, 379–394. DOI: 10.17105/SPR-2017-0028.V46-4