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Re-examining the Relation between Social Validity and Treatment Integrity in Ci3T Models

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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
FullText Text:
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PubType: Academic Journal
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  Data: Re-examining the Relation between Social Validity and Treatment Integrity in Ci3T Models
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  Data: <searchLink fieldCode="AR" term="%22Katie+Scarlett+Lane+Pelton%22">Katie Scarlett Lane Pelton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7640-6651">0000-0002-7640-6651</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathleen+Lynne+Lane%22">Kathleen Lynne Lane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6364-838X">0000-0001-6364-838X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wendy+Peia+Oakes%22">Wendy Peia Oakes</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Matthew+Buckman%22">Mark Matthew Buckman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9332-0940">0000-0001-9332-0940</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nathan+Allen+Lane%22">Nathan Allen Lane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3929-1717">0000-0003-3929-1717</externalLink>)<br /><searchLink fieldCode="AR" term="%22Grant+E%2E+Allen%22">Grant E. Allen</searchLink><br /><searchLink fieldCode="AR" term="%22D%2E+Betsy+McCoach%22">D. Betsy McCoach</searchLink><br /><searchLink fieldCode="AR" term="%22David+James+Royer%22">David James Royer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2882-1049">0000-0003-2882-1049</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eric+Alan+Common%22">Eric Alan Common</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3775-9013">0000-0003-3775-9013</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. 2024 49(3):159-170.
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  Data: 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
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  Data: 12
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Validation%22">Program Validation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink>
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  Data: 10.1177/15345084241239302
– Name: ISSN
  Label: ISSN
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  Data: 1534-5084<br />1938-7458
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2024
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        Value: 10.1177/15345084241239302
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      – Text: English
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Middle Schools
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      – SubjectFull: High Schools
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      – SubjectFull: Middle School Teachers
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