Supporting Fidelity of Implementation of Class-Wide Behavioral Interventions

Abstract

These studies were part of a research line to examine what methods and techniques were most successful at supporting teachers’ fidelity of implementation of evidence based classroom management procedures as well as assessing different dimensions of fidelity and how they affect student outcomes. The first study was a systematic literature review of methods and techniques most commonly used to support teachers’ fidelity of implementation and answer questions regarding fidelity criterion researchers are using, characteristics of the supports, whether and how quality of implementation is being measured, and if student outcomes are being reported. The second study was an examination of the use of self-monitoring paired with automated performance graphing to improve the fidelity of a class-wide behavior management strategy, the Good Behavior Game. If fidelity was not brought up to criterion levels with the self-monitoring procedures, teachers were given their choice of follow-up strategy in order to bring fidelity up to criterion levels. Additionally, the use of a Likert scale and substeps were used to measure quality of implementation in order to compare the two methods of measurement.