| Title: |
A Case Study of Pragmatic Measure Development of the Treatment Integrity for Elementary Settings Self-Report Measure for Teachers |
| Language: |
English |
| Authors: |
Emma R. Dear (ORCID 0000-0003-2397-365X); Bryce D. McLeod (ORCID 0000-0002-0996-0492); Nicole M. Peterson; Kevin S. Sutherland (ORCID 0000-0002-5314-090X); Michael D. Broda (ORCID 0000-0002-0019-5528); Alex R. Dopp (ORCID 0000-0002-2522-6546); Aaron R. Lyon (ORCID 0000-0003-3657-5060) |
| Source: |
Grantee Submission. 2024 5. |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A210168 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Measures (Individuals); Data Collection; Observation; Learning Analytics; Educational Practices; Fidelity; Usability; Social Development; Emotional Development; Elementary School Students; Student Behavior; Evidence Based Practice; Design |
| DOI: |
10.1177/26334895231220262 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
ED642561 |
| Database: |
ERIC |