Understanding Home-Based Treatment Fidelity Assessment and Promotion: Implications for School Psychologists

Autor/inn/en	Fallon, Lindsay M.; Cathcart, Sadie C.; Feinberg, Adam B.
Titel	Understanding Home-Based Treatment Fidelity Assessment and Promotion: Implications for School Psychologists
Quelle	In: Contemporary School Psychology, 23 (2019) 4, S.455-465 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-00211-2
Schlagwörter	Behavior Problems; Child Behavior; Fidelity; Intervention; Family Environment; School Psychologists; Consultants; Evaluation Methods; Observation; Home Programs + Suchen Sie Ihr Suchwort? Familienmilieu; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Consultant; Berater; Beobachtung
Abstract	Children experiencing behavioral challenges often receive interventions and supports across a variety of settings (e.g., home, school). Treatment fidelity data are critical to intervention decision-making, yet there has been more research related to assessing treatment fidelity in school settings than in home environments. Understanding the extent to which interventions are implemented at home, and the quality of such interventions, is important when monitoring wraparound supports delivered by comprehensive teams. Below, we describe ways in which treatment fidelity may be assessed and present results from a survey administered to a sample of behavioral consultants (N = 314) working in home settings to support children. Questions were based on a survey administered to school psychologists by Cochrane and Laux (2008) and addressed consultants' treatment fidelity assessment and promotion practices in homes. Findings indicated that consultants (a) assess treatment fidelity with varying frequency, (b) most often use direct observation, and (c) deliver many treatment fidelity promotion strategies when monitoring individuals providing direct support to children in the home. Based on the results, we include recommendations for school psychologists who support teams implementing wraparound supports, particularly to address students exhibiting skill deficits manifested in behavioral challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01