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This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is implemented as planned. Artifacts from all U.S. states were reviewed. Twelve states were identified as requiring RtI for SLD identification, and they comprised the sample for the study. Using state department of education websites, artifacts for the 12 states were found and reviewed for any information on preferred terms (fidelity or integrity), definition, IF dimensions (adherence, exposure, interventionist quality, and participant response), and methods for assessing, reporting, and evaluating IF. We found nine states used the term fidelity, four states provided explicit guidance on assessing IF, and two states provided explicit information on how often to collect IF data and what level (percent) of IF was required for intervention decision-making. Implications for state policies and practices, future directions for improving IF knowledge, application, and evaluation, and study limitations are discussed.

Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was g = 0.86 (95% confidence interval [CI] = [0.43, 1.28], p < 0.001, I2 = 83.74%, k = 46) and g = 0.31 for students (95% CI = [0.19, 0.42], p < 0.001, I2 = 61.38%, k = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.

Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.

Background: Comprehensive health education in schools can effectively prevent drug use and related outcomes, but successful implementation remains challenging. Contextual determinants, including intervention-setting compatibility, focus on the intervention, available resources, and leadership support, influence implementation success. This study investigates the impact of multilevel contextual determinants on Michigan Model for Health: (MMH) curriculum fidelity. Methods: High school health teachers across Michigan (N = 171) participated in an MMH implementation survey. We used structural equation modeling to investigate the relative contributions of contextual determinants to implementation fidelity while also permitting the determinant factors to covary. Results: The models demonstrate a good fit with the data (structural: X[superscript 2] = 51, df: 34, p = 0.03; RMSEA: 0.06, 95% CI: 0.02, 0.08; CFI: 0.98). Results indicate that the context latent factors individually were associated with fidelity. Examined together, we found significant covariance between the latent factors, but only resources predicted fidelity. Implications for School Health Policy, Practice, and Equity: School health policy and practice benefit from sufficient resources to support prevention curriculum implementation. Insufficient resources exacerbate existing barriers in low-resource communities, leading to unequal intervention implementation and widening health disparities. Conclusions: Our results indicate that while contextual determinants are interrelated, sufficient resources are foundational to successful implementation.

Individuals with disabilities may exhibit dangerous behavior such as physical aggression and self-injury. Determining the environmental variables maintaining dangerous behavior using a functional behavior assessment can inform treatment in teaching individuals with disabilities functionally equivalent replacement behavior. However, logistic factors, such as distance and the scarcity of qualified personnel, often impede the administration of functional behavior assessments. Behavioral skills training delivered via telehealth may teach practitioners (e.g., behavior analysts) to conduct functional behavior assessments. The current systematic review identified peer-reviewed articles and dissertations (n = 8) involving telehealth-delivered behavioral skills training intended to increase the intervention fidelity of practitioners in conducting functional behavior assessments. Coders reviewed study characteristics, quality, and training outcomes. Authors reported mixed findings regarding the ability of training to improve trainee fidelity. A discussion follows a presentation of results.

Medical simulations allow trainees to work within teams to develop their self-regulated learning (SRL) and socially-shared regulated learning (SSRL) skills (Bransen et al., 2022). Both skillsets help to better prepare medical trainees for the multifaceted challenges inherent in clinical practice. SRL skills are imperative in empowering learners to optimize their performance and become autonomous guiders of their own learning (Jarvela & Hadwin, 2013), while SSRL skills are needed to ensure that teams can work collectively to regulate their behaviors and to regulate their own learning to make decisions (Hadwin & Oshige, 2011). Questions remain about not only how medical trainees' behaviors, regulation strategies, and physiological responses vary while they participate in a high-fidelity medical simulation, but how additional data channels to measure human response can provide indicators of teams' regulation strategies. Using a mixed-methods convergence design incorporating multimodal data (Azevedo & Gaševic, 2019), including behavioral, SRL and SSRL codes, and electrodermal activity, researchers studied twenty-nine (N = 29) 1st to 3rd year medical residents as they engaged in high-fidelity simulation scenarios. Results suggest that the mean-level of psychophysiological activation increase as simulations progress, in conjunction with an increase in team-regulated learning strategies to manage the effective provision of patient care from initial contact through to the delivery of critical procedures. These results provide valuable insights into the advancement of a team regulation-based framework within a high-fidelity medical simulation environment, leveraging multimodal data to reach an understanding of medical trainees' adoption of team-based approaches to team-regulation during simulation scenarios.

Embedded instruction facilitates individualized support and promotes meaningful participation for all children, irrespective of their abilities or disabilities, by integrating learning opportunities into the natural, everyday activities of inclusive preschool settings. This study aimed to investigate the impact of a coaching intervention on the fidelity of preschool teachers' implementation of embedded learning opportunities (ELOs) and child learning outcomes, using a multiple baseline across participants design. Four preschool teachers and four children with disabilities participated in the study. Findings showed that teachers' correct implementation of ELOs increased slightly after the introduction of the workshop training, but criterion level of performance was only achieved after practice-based coaching support. All four teachers sustained high levels of correct implementation during maintenance sessions conducted intermittently after the coaching intervention. As the accuracy of preschool teachers' implementation of ELOs increased, the percentage of children's correct responses regarding target behaviors also increased. The social validity data indicated that preschool teachers found embedded instruction practices and the coaching intervention effective, beneficial, and suitable. Overall, the study provides evidence supporting coaching as an effective professional development strategy for improving the implementation of ELOs and enhancing child learning outcomes in inclusive preschool classrooms. The study underscores the importance of ongoing coaching support to ensure sustained use of ELOs among preschool teachers, thereby facilitating the development and learning of preschool children with developmental disabilities in inclusive settings.

All interventions -- whether academic, behavioral, or social-emotional -- should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In this final installment, the authors identify common reasons that interventions are not implemented with fidelity and share implementation supports that can be provided by school psychologists. Even after evidence-based universal intervention implementation supports, some teachers may benefit from more help. For teachers requiring additional support, practitioners can evaluate what type of support is needed (i.e., skill or performance deficit) and intensify support accordingly to ensure that teachers' unique needs are met, and students experience high-quality intervention delivery that is more likely to lead to improved outcomes.

Educators are underprepared to respond to crises related to school safety. This lack of preparation leaves school leaders, teachers, and students vulnerable to harm. Importantly, the recent global health pandemic increased the utilization of online and hybrid learning modes increasing the need for school safety planning specific to these online settings. The methodology utilized survey data from participants (n=93) in an online statewide school to provide perceptions of crisis frequency and preparedness to suspect and respond to these events as well as to better understand if these educators received training. Findings noted that in the different areas of crises, the number of educators who felt 'very prepared' to suspect and respond to crises needed improvement. Additionally, a number of participants could not confirm that their schools had a specified school safety plan or that these plans were accessible and being implemented with fidelity. These implications for practice suggest a need for school safety planning for online settings that are sustainable, accessible, feasible, and effective (SAFE) to ensure school safety via researched-based practices. Recommendations for future research include gathering data on a wider scope from education professionals nationwide by continuing the current research in online settings.

This study investigated whether a restorative practice initiative improved school climate. The study presents findings from a cluster randomized, controlled trial conducted with 2,248 students from grades 5 to 12 (38% Black, 32% Hispanic) attending 18 schools in the U.S. Northeast. After 1 year of implementation, the experimental analyses of the whole-school initiative did not result in more positive perceptions of school climate for students in the intervention schools compared with students in the control schools. Correlational analyses were also conducted with student surveys in both intervention and control schools. Based on student report, restorative practice exposure in all 18 schools was associated with positive perceptions of the school climate. This suggests that initiatives may need to focus on fidelity of implementation and consistent implementation across more years for substantive school climate gains.

As schools face increasing student achievement accountability, many educators have turned to school-level professional learning communities (PLCs) as a possible solution. The challenge is that many schools are not implementing PLCs with fidelity. It is imperative that school leaders assess PLC practices to ensure that critical components are being implemented and this research provides a framework to assess the perceptions of school leaders, teachers, and support staff regarding the implementation of various PLC dimensions. The findings indicated that although PLCs were being implemented with fidelity, those dimensions with lower means warranted further exploration. Additionally, responses regarding the influence of PLCs on teacher retention and collective teacher efficacy indicated that both are strongly influenced by effective PLC implementation.

Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the 'South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide'. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning. Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials? Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape. Methods: This qualitative research uses Toury's Descriptive Translation Studies theory. Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity. Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making. Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.

The use of high-fidelity simulation and standardized patients (SPs) in occupational therapy (OT) education is expanding. However, the implementation of simulation varies across programs, leading to inconsistent outcomes and research limitations. Furthermore, details on SP use and training are lacking in OT literature. This article aims to provide OT educators with considerations for improving simulation fidelity by effectively using highly trained SPs. For example, recruiting SPs from diverse backgrounds is necessary to improve sociological fidelity, and proper training of SPs is required to ensure psychological fidelity. This article also emphasizes the need for standardized training for SPs and recommends following the Association of Standardized Patient Educators (ASPE) guidelines to ensure best practices in OT education. Adequate SP training and ongoing professional development are essential for maintaining simulation fidelity during SP experiences and optimizing student learning outcomes. Implementing SP experiences within the OT curriculum, SP recruitment and training, case development, pre-briefing, and debriefing processes are discussed, with recommendations from current evidence and the authors' experience at an institution accredited by the Society for Simulation in Healthcare. Trained SPs can enhance simulation fidelity and provide students with realistic and compelling learning experiences, better preparing them for fieldwork and clinical practice. While further research is needed to explore the efficacy of SP encounters in OT education and the student experience, this article reinforces the need to standardize the use and training of SPs to enhance simulation fidelity and support the reliability and validity of future research efforts surrounding the use of SPs.

The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altieylül districts of Balikesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coskun (2009), and the 'Curriculum Fidelity Scale,' developed by Burul (2018). The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.

The purpose of this project was to evaluate the Virginia Cooperative Extension internship program from the perspective of student participants and their supervisors. Three focus groups were conducted with internship supervisors from the summer of 2019. Student survey data was used to identify concerns from the student perspective to inform the supervisor focus group questions. In addition to the questions, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis was also used to collect qualitative data within the supervisor focus groups. Findings suggest areas of strength that can be used in marketing as well as opportunities for program improvement.

Purpose: Pivotal response treatment (PRT) is a well-established intervention addressing core symptoms of autism spectrum disorder (ASD), with parent involvement as a key component. The current study aimed to examine the effects of PRT parent training on parent fidelity and provide descriptive analyses of parent-child interactions before and after parent training. It also probed parental acceptance and satisfaction with the program. Methods: A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the parent training program. Four parents (range 32-47 years old) and their children with ASD participated in the study. The intervention comprised 12 one-on-one parent training sessions over six consecutive weeks. The visual analysis and effect size calculation (Tau-U) were used to evaluate functional relationship between independent and dependent variables. The descriptive analysis was used to analyze parent--child interaction data. Results: The findings reveal that all parents learned and maintained PRT with a high level of fidelity, they also enhanced awareness to create more opportunities for interactions during free play, and the parents were very satisfied with the program. The results also indicate that the six-week parent training program is effective in teaching parents to implement PRT with their children. Conclusion: These results suggest that the parent training program may be a promising treatment model that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed.

Many autistic adults report preference for computer-mediated communication and social media use. Despite many benefits to online socialization, there are many challenges including anxiety and cyber-victimization. To date, support is limited related to helping autistic adults with safe and effective internet use. The purpose of this study was to evaluate the feasibility, acceptability, and preliminary efficacy of the novel SELFI program. This pilot study utilized a randomized controlled trial design. A total of 25 autistic adults enrolled in the study and were randomized to the nine-week SELFI program or a waitlist control condition. Feasibility assessed enrollment, attrition, and fidelity of delivery. Acceptability examined attendance and feedback from participants and peer mentors. Efficacy evaluated change in Facebook activity, social media utility/anxiety, and individualized goals. Regarding feasibility, the recruitment goal was met within one month, there was limited attrition, and therapists delivered the program with high fidelity. Participants attended a majority of scheduled sessions and feedback from participants reflected high levels of agreement with several facets of the program. Compared to the control group, more participants assigned to the SELFI condition were perceived by autistic and non-autistic raters as having improved Facebook activity. SELFI participants also reported reduced difficulty meeting their individualized goal. Findings support the piloted SELFI program as feasible and acceptable with signals of preliminary efficacy. This study establishes an exciting foundation regarding an innovative social media skills program, however more research is necessary.

This study reports feasibility, fidelity and acceptability of a pilot of START; a 12-week parent-toddler, group-based, neurodiversity-affirming programme aiming to support executive function development in toddlers at elevated likelihood of autism or ADHD. After 4 days' training, community early years practitioner pairs delivered START to 13 UK families with a toddler showing elevated autistic traits, or with a parent or sibling with autism or ADHD, in groups of 6 and 7. Sessions were audio-recorded and rated by practitioners and researchers regarding the extent to which programme and session aims were met. Practitioners' reflections on strengths and challenges in session delivery, adaptations to the session plan and researchers' observations from the audio recordings were probed in weekly debrief calls, and one-to-one interviews at programme end-point. Recruitment and retention were monitored. Parent participants were asked to complete a feedback questionnaire after each session. Results show recruitment to the programme is feasible, but a large minority of parents experience barriers to regular attendance, which is a challenge for achieving exposure targets. Practitioners delivered the programme to a high quality and at least partially met programme and session-specific aims in every session. The most significant barrier to fully meeting session aims was families' late arrival. Parents reported regularly engaging with the suggested activities at home and found the sessions useful, although not all parents responded each week. Overall, the results of this small-scale pilot indicate START is feasible and acceptable as a parent-mediated programme to support toddlers at elevated likelihood of autism or ADHD to thrive.

Adolescents with autism spectrum disorder (ASD) often experience challenges with social skill interactions that may affect their quality of life. Given that parents are often the most frequent and constant presence in their child's life, parents serve a vital role in their child's social and behavioral development. For this reason, children may substantially benefit from effective and efficient parent-implemented behavior intervention to teach social skills. Using a multiple-baseline design, the Cool versus Not Cool (CNC) behavior intervention was taught via telehealth to U.S. three parents of adolescent males with ASD. Parents then subsequently implemented the CNC intervention to teach parent-selected social skills to their children. For all three parent-adolescent dyads, the CNC behavior intervention was implemented with fidelity by parents, and adolescents showed intervention gains. Findings maintained and generalized during probes and social validity outcomes reported by both parents and adolescents were favorable.

A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent-Teach-Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). Results across three U.S. families showed that (a) a functional relation existed between parent implementation of the strategies and reductions in child's CB, (b) families achieved high levels of implementation fidelity for behavior intervention plans developed using the PTR-F: R process, and (c) families rated the PTR-F: R process and the intervention plans positively. The results replicated findings from previous research on the general efficacy of the PTR process while adapting the method for use in a remote format. Implications for practice and future research are discussed.

Children with intellectual and developmental disabilities (IDDs) require intensive multicomponent interventions to learn to read. Parent-implemented interventions have been shown to be effective for children with disabilities and are one potential method for providing intervention. This study used a multiple probe single case design to evaluate the effectiveness of an early multicomponent reading intervention implemented by parents in the home. This study was designed as a conceptual replication of Lemons et al. in response to concerns with the overall quality of instruction during schooling at home during the COVID-19 pandemic. Three U.S. parents of children with IDD (ages 4-7 years) participated in this study. Results indicated that with systematic training, coaching, and feedback, parents were able to positively impact their child's reading abilities and implement the intervention with fidelity.

Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills such as handwashing, staff working with children need a means of ensuring these instructional strategies are implemented with fidelity. This study examined the effects of a tablet-based application that used artificial intelligence (GAINS®) on four behavior technicians' implementation of least-to-most prompting, total task chaining, and time delay during an acquisition of handwashing program with young children with autism. All four technicians increased fidelity immediately upon using GAINS and all four technicians reached mastery criteria within the shortest number of sessions possible. One child participant met mastery criteria, two showed some gains, and one demonstrated a high degree of variability across sessions. Limitations of the least-to-most prompting procedure, user design, considerations and directions for future research and practice are discussed.

The Good Behavior Game (GBG), a universal classroom management intervention, has shown clear benefits in promoting the behavioral, social-emotional, and academic development of students. However, the quality with which this intervention is delivered tends to diminish over time, which decreases the likelihood of these positive outcomes. By leveraging the benefits of technology, we built a sophisticated online platform to support teachers' fidelity of the GBG in collaboration with expert consultants and education partners. This paper details initial steps to develop and refine GBG Technology (GBG Tech). Three teacher consultants and two experts in technology-enhanced and classroom management interventions provided ongoing feedback as GBG Tech was initially developed through a rapid prototyping approach by a team of high-tech engineers. Twenty-four teachers participated in focus groups to inform subsequent revisions of the technology, and seven teachers tested the feasibility of GBG Tech in their classrooms for 6 weeks. As anticipated, teachers found GBG Tech to be acceptable, understandable, and feasible to use. Moreover, teachers reached fidelity quickly (M = 2.43 weeks), sustained fidelity for 6 weeks, and delivered the GBG at the recommended dosage. The results of this study informed a full version of GBG Tech that is ready for large-scale testing and a set of design principles intended to guide the development of other technology-delivered interventions aimed at sustaining fidelity in authentic classroom settings.

Involving typically developing (TD) children in delivering interventions can be an effective strategy conducive to long-lasting and generalized behavior changes for their siblings with autism spectrum disorder (ASD). In this study, we recruited two sibling dyads and investigated the extent to which TD children could deliver the model-lead-test (MLT) strategy using a self-monitoring checklist when teaching a range of skills to their siblings with ASD. Using the multiple-baseline-across-behaviors design, we found that the self-monitoring checklist effectively produced a high level of treatment fidelity from TD children as they implemented the MLT strategy which, in turn, improved the target skills of their siblings with ASD.

Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support educators implementing DBI and what kinds of implementation outcomes researchers have measured. Eighteen studies were synthesized using the Implementation Drivers framework and Implementation Outcomes taxonomy and were quality appraised. We found that the majority of studies primarily used competency drivers to increase teachers' DBI expertise, while a limited number of studies focused on organizational and leadership drivers. Acceptability and fidelity were frequently assessed as implementation outcomes. We discussed the implications of the findings, including the need for researchers to incorporate implementation drivers and outcomes at diverse levels to best support educators' implementation of DBI, as well as the limitations of this review, such as the limited generalizability of the findings.

Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university-school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of coaching conversations between coaches and general and special education high school teachers implementing the SDLMI with autistic students to explore alignment with the guiding principles of the SDLMI coaching model. Findings highlighted the usefulness of the coaching principles in building trust between coaches and teachers, supporting teachers to set meaningful goals and build skills and competencies related to SDLMI implementation, promoting innovation and fidelity, and facilitating reflective dialogue. Implications for research and practice are discussed.

Background: Artificial intelligence-generated content (AIGC) has stepped into the spotlight with the emergence of ChatGPT, making effective use of AIGC for education a hot topic. Objectives: This study seeks to explore the effectiveness of integrating AIGC into programming learning through debugging. First, the study presents three levels of AIGC integration based on varying levels of abstraction. Then, drawing on extended effective use theory, the study proposes the underlying mechanism of how AIGC integration impacts programming learning performance and computational thinking. Methods: Three debugging interfaces integrated with AIGC by ChatGPT were developed for this study according to three levels of AIGC integration design. The study conducts a between-subject experiment with one control group and three experimental groups. Analysis of covariance and a structural equation model are employed to examine the effects. Results and Conclusions: The results show that the second and third levels of abstraction in AIGC integration yield better learning performance and computational thinking, but the first level shows no difference compared to traditional debugging. The underlying mechanism suggests that the second and third levels of abstraction promote transparent interaction, which enhances representational fidelity and consequently impacts learning performance and computational thinking, as evidenced in test of the mechanism. Moreover, the study finds that learning fidelity weakens the effect of transparent interaction on representational fidelity. Our research offers valuable theoretical and practical insights.

Preventing young people's cigarette smoking is a major public health priority, and smoking is especially prevalent in vocational schools. Well-enforced comprehensive school tobacco policies accompanied by preventive efforts show potential to reduce smoking, but the implementation process is crucial to achieve the intended effect. We investigate whether and how implementation fidelity of a multi-component smoking prevention intervention impacted student smoking outcomes after 4-5 months among students in Danish vocational education and training (national age range 15-65 years, mean 25.6) and preparatory basic education (national age range 15-25 years, mean 17.6) institutions using questionnaire data from a cluster-RCT. The intervention included a smoke-free school hours policy, educational curriculum, and class competition. We calculated an overall implementation fidelity measure combining staff-reported school-level delivery (fidelity) and student-reported receipt (participation, responsiveness), and used multilevel regression models to analyze associations with smoking outcomes (smoking daily, regularly, and during school hours). We supplemented the analysis with restricted cubic spline regression. Additionally, we stratified the analyses by school types and analyzed associations between implementation fidelity of the separate intervention components and smoking outcomes. High implementation was associated with lower odds of regular smoking (OR: 0.37, 95% CI: 0.18-0.78) and smoking during school hours, but not daily smoking, and these associations varied between the school settings. When analyzed separately, implementation fidelity of the components did not affect the outcomes significantly. Our findings underline the need to support the implementation process of school tobacco policy interventions to ensure the intended effects of reducing students' smoking.

This study aimed to examine how the levels of physical fidelity of controllers (high, mid and low) and task repetitions (four trials) influence undergraduate students' perceived task load and performance in an immersive virtual reality (VR)-based simulation. The simulation was developed using the Unity 3D engine. VR controllers were developed to reflect a real power tool in three fidelity levels: high (most realistic: weight and tactile engagement), mid (tactile engagement without weight) and low (control group: only controller). The tasks were designed to reflect complexities with four working postures: no walking & standing up, no walking & bending over, walking & standing up and walking & bending over. Thirty-six healthy undergraduate male students participated in the study. Participants were instructed to complete motor tasks accurately. Audio feedback (drill sound) and haptic feedback (vibration) were activated for three groups when the controller and a screw made contact. Each participant used all three fidelity controllers and repeated the four tasks in a counterbalanced order to account for order effects. The results of a one-way repeated measures MANOVA indicated that two dimensions of task load were significantly different among the three physical fidelity conditions. Also, task completion time, inaccurate operation time and inaccurate counts were significantly shorter when four tasks were repeated. The study findings provide design implications for VR-based training experiences for future workforce development.

Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional vs. collaborative) on student confidence and treatment fidelity. Thirty-six speech-language pathology graduate students completed this two-phase study during a one-term clinical rotation. Phase 1 investigated the impact of training condition (synchronous, asynchronous guided, asynchronous unguided) on student confidence and treatment fidelity. Phase 2 explored the impact of education model (traditional vs. collaborative) on student confidence and treatment fidelity. Treatment fidelity was measured at the conclusion of Phases 1 and 2. Students rated their confidence at six-time points throughout the study. Our results indicate that training condition did not differentially impact student confidence or treatment fidelity; however, education model did: students in the collaborative education model reported increased confidence compared to students in the traditional education model. Students in the collaborative education model also trended towards having higher treatment fidelity than students in the traditional education model. These results demonstrate that pre-clinical trainings can be effective in several different formats provided they cover the discrete skills needed for the clinical rotation. While preliminary, our results further suggest that students may benefit from working with peers during their clinical rotations.

Positive behavior support (PBS) is an evidence-based framework for improving quality of life and preventing challenging behavior that is often implemented in combination with person-centered practices in the intellectual and developmental disability (IDD) field. Recently, state agencies and organizations supporting people with IDD have adopted a system-wide approach to PBS, much like multi-tiered school-wide PBS for youth in educational settings (e.g., SW-PBIS). Fidelity tools for guiding team implementation and action planning are essential throughout every phase of implementation in any innovation. Although such tools exist for SW-PBIS, no widely used measure currently exists for assessing the implementation of organization-wide PBS in the adult IDD field. This article describes the initial development of a fidelity of implementation tool used to evaluate organization-wide implementation of PBS and person-centered practices in community settings. A Midwestern state Department of Human Services and a university Center on Developmental Disabilities (UCEDD) in the United States partnered to complete this project. The authors discuss the exploratory and descriptive evaluation process involved in the initial development of the tool and share data for 10 provider organizations over a 6-year period of implementation. A descriptive case study using mixed measures is used to provide more details about the implementation of PBS in one agency to show the types of changes captured by the fidelity tool.

The transfer and adoption of the school-wide positive behavior support (SWPBS) framework in different contexts worldwide is receiving increased interest. Identified challenges in implementing relevant systems and practices with fidelity at local schools can lead to adaptations improving the contextual fit of SWPBS, which eventually contributes to enhanced outcomes. The present study documents a 2-year systematic implementation of SWPBS in 31 elementary schools in Cyprus. Cultural and situational barriers were identified using a mixed-methods design. Data were obtained from three fidelity assessments across time, through which we examined the schools' efforts to integrate SWPBS elements into their setting. School size and location were also used to predict implementation fidelity. External coaches' experiences working with schools for 2 years were summarized to provide insight into the main impediments to effective implementation. Recommendations for forthcoming applications of SWPBS in contexts with similar characteristics are drawn.

This study explored school psychologists' practices in the areas of developing behavior intervention plans (BIPs), conducting functional behavior assessments (FBAs), and behavioral consultation. Practitioners were asked to rate their level of confidence in the implementation with fidelity of the last BIP they developed. Relationships between these practices and school psychologists' confidence levels were examined. Data were collected from a national sample of practitioners (n = 179). Overall, results suggest that school district supports, being mindful of potential barriers to implementation, certain components of the FBA process, and adhering to best practices in behavioral consultation can have substantial positive impacts on a school psychologist's confidence in the treatment integrity and maintenance of BIPs over time. Implications for practice are discussed.

Younger siblings of autistic children are at a high likelihood (HL) of autism, language, and/or cognitive delays. Vocal complexity, a continuous measure of the developmental maturity of vocal communication, is facilitated by parent-child interaction and predicts language outcomes. This study examined whether parents' intervention fidelity to Project ImPACT, a 12-week, parent-mediated, naturalistic developmental behavioral intervention (NDBI), mediated the effect of Project ImPACT on parents' verbal responsiveness (post-intervention) and children's vocal complexity (3 months post-intervention). Participants were 54 12- to 24-month-old HL child-parent dyads who received 12 weeks of Project ImPACT (n = 28) or business-as-usual (n = 26). Project ImPACT indirectly improved both parents' verbal responsiveness and children's vocal complexity by improving parents' use of the intervention techniques. The efficacy of Project ImPACT in supporting early social communication might be attributed to how Project ImPACT helps parents improve the quality and frequency of their use of the intervention strategies across children's everyday settings.

Few studies examine the effectiveness of community-based early interventions in unselected samples of autistic children, especially those from minoritized backgrounds. These types of studies require attention to strategies for recruitment, retention, data collection, and support for community providers beyond those used in university-based trials. We conducted a pilot trial of Project ImPACT, a promising caregiver-mediated naturalistic developmental behavioral intervention, in partnership with the early intervention system in a poor, large city. We assessed recruitment and retention strategies, training protocol, and measurement battery. We recruited representative provider and family samples, and had good measure completion among retained participants. Retention varied by study arm, providers had relatively poor fidelity to the intervention despite substantial support, and our measures did not appear sensitive to change. Lessons learned include the need for (a) a ramp-up training period prior to starting the study, (b) intensive implementation supports, and (c) additional strategies for family retention.

The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children's first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children's communication skills. We coded precoaching and postcoaching parent-child play episodes of 39 children (4.4-5.5 years) with limited verbal skills for parents' PRT fidelity and children's correct responding to language opportunities and frequency of initiations. Parents' use of PRT strategies significantly improved, as did children's responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited.

Procedural fidelity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols. Procedural fidelity is an important factor in demonstrating the internal validity of an experiment and clinical treatments. Previous reviews evaluating the inclusion of procedural fidelity in published empirical articles demonstrated underreporting of procedural fidelity procedures and measures within specific journals. We conducted a systematic review of "The Analysis of Verbal Behavior" (TAVB) to evaluate the trends in procedural fidelity reporting from 2007 to 2021. Of the 253 articles published in "TAVB" during the reporting period, 144 of the articles (168 studies) met inclusionary criteria for further analysis. Our results showed that 54% of studies reported procedural fidelity data, which is slightly higher than previous reviews. In comparison, interobserver-agreement data were reported for a high percentage of studies reviewed (i.e., 93%). Further discussion of results and applied research implications are included.

The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants' implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.

The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates' implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed.

Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher's practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid based on the literature on explicit instruction. The advice and intentions to act expressed during coaching sessions were listed. By comparing them with the teacher's practices, it was possible to identify whether or not they had been implemented. The results indicate that after the first coaching session, the teacher was able to implement the stages of explicit instruction. During the following observations, her implementation of explicit instruction was even more precise. However, she did not implement specific checking for understanding. These results support the interest of directive coaching to support the implementation of explicit instruction.