A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research

Autor/inn/en	Bos, Samantha E.; Powell, Sarah R.; Maddox, Steven A.; Doabler, Christian T.
Titel	A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research
Quelle	In: Journal of Learning Disabilities, 56 (2023) 2, S.95-115 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bos, Samantha E.) ORCID (Powell, Sarah R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211065498
Schlagwörter	Fidelity; Program Implementation; Mathematics Instruction; Intervention; Elementary School Mathematics; Educational Research; Learner Engagement; Measurement + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Bildungsforschung; Pädagogische Forschung; Messverfahren
Abstract	In intervention studies, high rates of "implementation fidelity" are important markers of a study's success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1-5). We examined implementation fidelity following recommendations made by Dane and Schneider (1998), O'Donnell (2008), and DeFouw et al. (2009) to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01