A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers
Introduction Due to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2024-01-01
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| Series: | Implementation Research and Practice |
| Online Access: | https://doi.org/10.1177/26334895231220262 |
| _version_ | 1797361539118792704 |
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| author | Emma R. Dear Bryce D. McLeod Nicole M. Peterson Kevin S. Sutherland Michael D. Broda Alex R. Dopp Aaron R. Lyon |
| author_facet | Emma R. Dear Bryce D. McLeod Nicole M. Peterson Kevin S. Sutherland Michael D. Broda Alex R. Dopp Aaron R. Lyon |
| author_sort | Emma R. Dear |
| collection | DOAJ |
| description | Introduction Due to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community-engaged, iterative process to adapt the observational Treatment Integrity for Elementary Settings (TIES-O) to a teacher self-report version designed to assess the use of practices to support children's social-emotional competencies in elementary classrooms. Method Cognitive walkthrough interviews were conducted with teachers to improve the usability of the teacher self-report measure, called the Treatment Integrity for Elementary Schools–Teacher Report (TIES-T). Qualitative content analysis was used to extract themes from the interviews and inform changes to the measure. Results Increasing clarity and interactive elements in the measure training were the dominant themes, but suggestions for the measure format and jargon were also suggested. Conclusion The suggested changes resulted in a brief measure, training, and feedback system designed to support the teacher's use of practices to support children's social-emotional competencies in elementary classrooms. Future research with the TIES-T will examine the score reliability and validity of the measure. |
| first_indexed | 2024-03-08T15:55:06Z |
| format | Article |
| id | doaj.art-e9cb6132bcff42058b90a88a246bfa67 |
| institution | Directory Open Access Journal |
| issn | 2633-4895 |
| language | English |
| last_indexed | 2024-03-08T15:55:06Z |
| publishDate | 2024-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Implementation Research and Practice |
| spelling | doaj.art-e9cb6132bcff42058b90a88a246bfa672024-01-08T23:03:45ZengSAGE PublishingImplementation Research and Practice2633-48952024-01-01510.1177/26334895231220262A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachersEmma R. Dear0Bryce D. McLeod1Nicole M. Peterson2Kevin S. Sutherland3Michael D. Broda4Alex R. Dopp5Aaron R. Lyon6 Department of Psychology, , Richmond, VA, USA Department of Psychology, , Richmond, VA, USA Neag School of Education, , Storrs, CT, USA School of Education, , Richmond, VA, USA School of Education, , Richmond, VA, USA , Santa Monica, CA, USA Department of Psychiatry and Behavioral Sciences, , Seattle, WA, USAIntroduction Due to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community-engaged, iterative process to adapt the observational Treatment Integrity for Elementary Settings (TIES-O) to a teacher self-report version designed to assess the use of practices to support children's social-emotional competencies in elementary classrooms. Method Cognitive walkthrough interviews were conducted with teachers to improve the usability of the teacher self-report measure, called the Treatment Integrity for Elementary Schools–Teacher Report (TIES-T). Qualitative content analysis was used to extract themes from the interviews and inform changes to the measure. Results Increasing clarity and interactive elements in the measure training were the dominant themes, but suggestions for the measure format and jargon were also suggested. Conclusion The suggested changes resulted in a brief measure, training, and feedback system designed to support the teacher's use of practices to support children's social-emotional competencies in elementary classrooms. Future research with the TIES-T will examine the score reliability and validity of the measure.https://doi.org/10.1177/26334895231220262 |
| spellingShingle | Emma R. Dear Bryce D. McLeod Nicole M. Peterson Kevin S. Sutherland Michael D. Broda Alex R. Dopp Aaron R. Lyon A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers Implementation Research and Practice |
| title | A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers |
| title_full | A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers |
| title_fullStr | A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers |
| title_full_unstemmed | A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers |
| title_short | A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers |
| title_sort | case study of pragmatic measure development of the treatment integrity for elementary settings self report measure for teachers |
| url | https://doi.org/10.1177/26334895231220262 |
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