| Title: |
Re-examining the Relation between Social Validity and Treatment Integrity in Ci3T Models |
| Language: |
English |
| Authors: |
Katie Scarlett Lane Pelton (ORCID 0000-0002-7640-6651); Kathleen Lynne Lane (ORCID 0000-0001-6364-838X); Wendy Peia Oakes; Mark Matthew Buckman (ORCID 0000-0001-9332-0940); Nathan Allen Lane (ORCID 0000-0003-3929-1717); Grant E. Allen; D. Betsy McCoach; David James Royer (ORCID 0000-0003-2882-1049); Eric Alan Common (ORCID 0000-0003-3775-9013) |
| Source: |
Assessment for Effective Intervention. 2024 49(3):159-170. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305H150018 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Junior High Schools; Middle Schools; Secondary Education; High Schools |
| Descriptors: |
Elementary Schools; Middle Schools; High Schools; High School Teachers; Middle School Teachers; Elementary School Teachers; Multi Tiered Systems of Support; Program Validation; Outcome Measures |
| DOI: |
10.1177/15345084241239302 |
| ISSN: |
1534-5084; 1938-7458 |
| Abstract: |
Educators across the United States have designed and implemented Comprehensive, Integrated, Three-tiered (Ci3T) models to meet K-12 students' academic, behavioral, and social and emotional well-being needs. As part of implementation efforts, educators collect and use social validity and treatment integrity data to capture faculty and staff views of the plan's goals, procedures, and outcomes and the degree to which the plan is implemented as designed (e.g., procedures for teaching, reinforcing, and monitoring). In this study, we re-examined the relation between social validity and treatment integrity utilizing hierarchical linear modeling with extant data from a research partnership across 27 schools in five midwestern districts. Findings suggested an educator's fall and spring social validity score on the Primary Intervention Rating Scale (PIRS) predicted their treatment integrity scores on the Ci3T Treatment Integrity: Teacher Self-Report (CI3T TI: TSR) in the same timepoint. Schoolwide average fall PIRS scores also statistically significantly predicted spring Ci3T TI: TSR scores. Results suggested schoolwide context is important for sustained implementation of Tier 1 procedures during the first year. Findings demonstrate the complex nature of implementing a schoolwide plan, involving each individual's behavior while also relying on others to facilitate implementation. We discuss limitations and future directions. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
EJ1425242 |
| Database: |
ERIC |