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Systems‐Level Consultation to Improve Intervention Fidelity and Student Outcomes: A Collective Case Study of a Blended Learning Reading Program.

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Title: Systems‐Level Consultation to Improve Intervention Fidelity and Student Outcomes: A Collective Case Study of a Blended Learning Reading Program.
Authors: Bliss, Cara M. (AUTHOR), Barrett, Courtenay A. (AUTHOR)
Source: Psychology in the Schools. Aug2025, Vol. 62 Issue 8, p2579-2593. 15p.
Subjects: Literacy programs, Online education, School psychologists, Thematic analysis, Educators, Blended learning
Abstract: School psychologists have the potential to improve students' reading skills by helping schools select evidence‐based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long‐standing challenges implementing and scaling reading programs in schools. The purpose of this study was to explore the unique implementation challenges associated with blended learning programs, how systems‐level consultation can be used to support implementation and foster intervention fidelity, and the extent to which intervention fidelity of a blended learning reading program was associated with student reading skills. This collective case study included qualitative and quantitative data from 20 schools, 666 educators, and 6208 students in the U.S. We employed mixed methods, which included inductive thematic analysis of 47 implementation plans and means difference testing to examine differences in educator engagement, student‐level intervention fidelity, and student outcomes across districts with varying levels of implementation supports. Results identified several challenges encountered throughout implementation and the types of strategies employed to address those challenges. Further, results suggested that there were greater levels of fidelity and more positive student outcomes in schools accessing systems‐level consultation to support implementation. Summary: Blended learning programs, which combine face‐to‐face and online instruction, are gaining in popularity.Challenges encountered when implementing a blended learning reading program in schools can be addressed through systems‐level consultation.Systems‐level consultation may improve implementation of a blended learning reading program and positively impact student outcomes. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Systems‐Level Consultation to Improve Intervention Fidelity and Student Outcomes: A Collective Case Study of a Blended Learning Reading Program.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Aug2025, Vol. 62 Issue 8, p2579-2593. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink>
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  Data: School psychologists have the potential to improve students' reading skills by helping schools select evidence‐based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long‐standing challenges implementing and scaling reading programs in schools. The purpose of this study was to explore the unique implementation challenges associated with blended learning programs, how systems‐level consultation can be used to support implementation and foster intervention fidelity, and the extent to which intervention fidelity of a blended learning reading program was associated with student reading skills. This collective case study included qualitative and quantitative data from 20 schools, 666 educators, and 6208 students in the U.S. We employed mixed methods, which included inductive thematic analysis of 47 implementation plans and means difference testing to examine differences in educator engagement, student‐level intervention fidelity, and student outcomes across districts with varying levels of implementation supports. Results identified several challenges encountered throughout implementation and the types of strategies employed to address those challenges. Further, results suggested that there were greater levels of fidelity and more positive student outcomes in schools accessing systems‐level consultation to support implementation. Summary: Blended learning programs, which combine face‐to‐face and online instruction, are gaining in popularity.Challenges encountered when implementing a blended learning reading program in schools can be addressed through systems‐level consultation.Systems‐level consultation may improve implementation of a blended learning reading program and positively impact student outcomes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23490
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        Text: English
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      – SubjectFull: Literacy programs
        Type: general
      – SubjectFull: Online education
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      – SubjectFull: School psychologists
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Educators
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      – SubjectFull: Blended learning
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              Text: Aug2025
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              Y: 2025
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