An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation. (February 2019)

• Record Type: Journal Article
• Authors: Khoury, Caitlin Rasplica; McIntosh, Kent; Hoselton, Robert
• Other Names: McIntosh Kent guest-editor.; Lane Kathleen Lynne guest-editor.
• Is Part Of: Remedial and special education. Volume 40:Number 1(2019)
• Page Start: 25
• Page End: 31
• Publication Date: 2019-02
• Subjects: positive behavior supports -- fidelity of implementation -- School-Wide Positive Behavioral Interventions and Supports -- self-assessment; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932518795639
• Languages: English
• ISSNs: 0741-9325

Abstract

Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1, 438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation.