Literaturnachweis - Detailanzeige
| Autor/inn/en | Wong, Venus; Ruble, Lisa A.; McGrew, John H.; Yu, Yue |
|---|---|
| Titel | An Empirical Study of Multidimensional Fidelity of COMPASS Consultation |
| Quelle | In: School Psychology Quarterly, 33 (2018) 2, S.251-263 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-3830 |
| DOI | 10.1037/spq0000217 |
| Schlagwörter | Fidelity; Consultation Programs; School Psychology; Intervention; Multidimensional Scaling; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Success; Individualized Education Programs; Test Reliability; Test Validity; Correlation; Student Improvement; Outcomes of Education; Outcome Measures; Randomized Controlled Trials |
| Abstract | Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a consultative intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism. The study provided 3 main findings. First, multidimensional, multilevel fidelity is a stable construct and increases over time with consultation support. Second, mediation analyses revealed that implementation-level fidelity components had distant, indirect effects on student Individualized Education Program (IEP) outcomes. Third, 3 fidelity components correlated with IEP outcomes: teacher coaching responsiveness at the implementation level, and teacher quality of delivery and student responsiveness at the intervention levels. Implications and future directions are discussed. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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