Within the implementation science literature, there is a well-established gap between research-based interventions and effective implementation. Changing the behavior of those responsible for carrying out new innovations within schools is necessary in order for interventions to be implemented with fidelity (Durlak & DuPre, 2008; Wickstrom, Jones, LaFleur, & Witt, 1998). The current study applied an adapted transtheoretical model (TTM) of behavior change in an attempt to increase treatment integrity among resistant teachers. Interventionist level variables were situated within stages of TTM and possible strategies were identified to intervene with a teacher. Two multiple baseline designs were used to deliver matched interventions to three teachers, each working with three students. Treatment integrity on the intervention protocol and student outcomes on a mastery assessment were monitored each session. The study occurred over five weeks, resulting in 21 intervention days. Teachers were also interviewed after each phase of the study to identify common needs/barriers and aid in interpretation of single-case design data. Results were variable but offered promise for matching the adapted TTM stages to teachers in consultation. Consultation in general increased initial treatment integrity across all teachers and phases, although these effects did not seem to last. Implications for practice and theory, limitations, and future directions for research are discussed.
University of Minnesota Ph.D. dissertation. 2016. Major: Educational Psychology. Advisors: Matthew Burns, Theodore Christ. 1 computer file (PDF); 159 pages.
Intervening with the Interventionist: Matching Interventions for Treatment Integrity to Stages of the Transtheoretical Model of Behavior Change.
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