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Understanding Home-Based Treatment Fidelity Assessment and Promotion: Implications for School Psychologists

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Title: Understanding Home-Based Treatment Fidelity Assessment and Promotion: Implications for School Psychologists
Language: English
Authors: Fallon, Lindsay M. (ORCID 0000-0003-0813-3337), Cathcart, Sadie C., Feinberg, Adam B.
Source: Contemporary School Psychology. Dec 2019 23(4):455-465.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Behavior Problems, Child Behavior, Fidelity, Intervention, Family Environment, School Psychologists, Consultants, Evaluation Methods, Observation, Home Programs
DOI: 10.1007/s40688-018-00211-2
ISSN: 2159-2020
Abstract: Children experiencing behavioral challenges often receive interventions and supports across a variety of settings (e.g., home, school). Treatment fidelity data are critical to intervention decision-making, yet there has been more research related to assessing treatment fidelity in school settings than in home environments. Understanding the extent to which interventions are implemented at home, and the quality of such interventions, is important when monitoring wraparound supports delivered by comprehensive teams. Below, we describe ways in which treatment fidelity may be assessed and present results from a survey administered to a sample of behavioral consultants (N = 314) working in home settings to support children. Questions were based on a survey administered to school psychologists by Cochrane and Laux (2008) and addressed consultants' treatment fidelity assessment and promotion practices in homes. Findings indicated that consultants (a) assess treatment fidelity with varying frequency, (b) most often use direct observation, and (c) deliver many treatment fidelity promotion strategies when monitoring individuals providing direct support to children in the home. Based on the results, we include recommendations for school psychologists who support teams implementing wraparound supports, particularly to address students exhibiting skill deficits manifested in behavioral challenges.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1234875
Database: ERIC
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  Data: Children experiencing behavioral challenges often receive interventions and supports across a variety of settings (e.g., home, school). Treatment fidelity data are critical to intervention decision-making, yet there has been more research related to assessing treatment fidelity in school settings than in home environments. Understanding the extent to which interventions are implemented at home, and the quality of such interventions, is important when monitoring wraparound supports delivered by comprehensive teams. Below, we describe ways in which treatment fidelity may be assessed and present results from a survey administered to a sample of behavioral consultants (N = 314) working in home settings to support children. Questions were based on a survey administered to school psychologists by Cochrane and Laux (2008) and addressed consultants' treatment fidelity assessment and promotion practices in homes. Findings indicated that consultants (a) assess treatment fidelity with varying frequency, (b) most often use direct observation, and (c) deliver many treatment fidelity promotion strategies when monitoring individuals providing direct support to children in the home. Based on the results, we include recommendations for school psychologists who support teams implementing wraparound supports, particularly to address students exhibiting skill deficits manifested in behavioral challenges.
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