Setting Standards for SDLMI Fidelity: Promoting Data-Driven Decision Making to Advance Self-Determination Instruction
Saved in:
| Title: | Setting Standards for SDLMI Fidelity: Promoting Data-Driven Decision Making to Advance Self-Determination Instruction |
|---|---|
| Language: | English |
| Authors: | Karrie A. Shogren (ORCID |
| Source: | Psychology in the Schools. 2024 61(2):532-552. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Cutting Scores, Fidelity, Program Implementation, Evidence Based Practice, Intervention, Self Determination, Instruction, Goal Orientation, Secondary School Students, Students with Disabilities, Inclusion, Standard Setting, Models |
| DOI: | 10.1002/pits.23068 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fidelity outcomes over time across three dimensions adherence, quality of delivery, and student responsiveness. Almost all teachers (93%) immediately meet cutscores for the adherence dimension after training, but smaller numbers meet cutscores for quality of delivery (64%) and student responsiveness (69%). However, the quality of delivery and student responsiveness showed growth over time with implementation experience and there was a small effect of intensifying implementation support. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/v7azb/?view_only=038b12cff8ba4a4982b94212e559b2ab |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1406601 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) designed to enhance goal-directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fidelity outcomes over time across three dimensions adherence, quality of delivery, and student responsiveness. Almost all teachers (93%) immediately meet cutscores for the adherence dimension after training, but smaller numbers meet cutscores for quality of delivery (64%) and student responsiveness (69%). However, the quality of delivery and student responsiveness showed growth over time with implementation experience and there was a small effect of intensifying implementation support. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23068 |
