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Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention

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Bibliographic Details
Title: Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
Language: English
Authors: Karrie A. Shogren, Valerie L. Mazzotti, Daria Gerasimova, Darcy Fredrick, Stephen M. Kwiatek, Sheida K. Raley, Helena Rodrigues Ferreira, Aaron M. Beuoy, Tyler A. Hicks
Source: Inclusion. 2025 13(2):116-132.
Availability: American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/inclusion
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Technology Uses in Education, Students with Disabilities, Inclusion, Fidelity, Goal Orientation, Self Determination, Standard Setting, Program Effectiveness
DOI: 10.1352/2326-6988-13.2.116
ISSN: 2326-6988
Abstract: As technology becomes a more central support for students with disabilities in inclusive schools, there is a need to understand fidelity of implementation of technology-delivered interventions. We propose a framework for conceptualizing fidelity of the Goal Setting Challenge App, a technology-delivered, intervention based on the Self-Determined Learning Model of Instruction. To develop the fidelity framework, we adopted elements of the standard setting process. Specifically, we created performance level descriptors that describe "good enough" fidelity for three fidelity dimensions: adherence, quality of delivery, and participant responsiveness. Using data from a pilot trial, we present information related to participant responsiveness. We discuss how this could direct future research to support effective adoption of technology-delivered interventions by teachers and schools to advance outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475511
Database: ERIC
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Description
Abstract:As technology becomes a more central support for students with disabilities in inclusive schools, there is a need to understand fidelity of implementation of technology-delivered interventions. We propose a framework for conceptualizing fidelity of the Goal Setting Challenge App, a technology-delivered, intervention based on the Self-Determined Learning Model of Instruction. To develop the fidelity framework, we adopted elements of the standard setting process. Specifically, we created performance level descriptors that describe "good enough" fidelity for three fidelity dimensions: adherence, quality of delivery, and participant responsiveness. Using data from a pilot trial, we present information related to participant responsiveness. We discuss how this could direct future research to support effective adoption of technology-delivered interventions by teachers and schools to advance outcomes.
ISSN:2326-6988
DOI:10.1352/2326-6988-13.2.116