Dissertation/Thesis Abstract

Practitioners’ Views of an Implementation Fidelity Measure for the Evidence-Based Achievement Mentoring Program
by Shepherd, Mason R., III, Psy.D., Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology, 2019, 98; 22618945
Abstract (Summary)

The positive outcomes of evidence-based programs decline when interventions are implemented without fidelity (e.g., Ogden et al., 2012; Smith-Boydston, Holtzman, & Roberts, 2014; Sundell, Hansson, Löfholm, Olsson, Gustle, & Kadesjö, 2008). The measurement of implementation fidelity, the degree that current practices correspond with the original program’s prescription (Durlak & DuPre, 2008), is important for monitoring whether a program is being implemented in a manner correspondent to when it was proven to be effective. Despite abundant evidence that monitoring implementation fidelity improves outcomes, in non-research settings, fidelity measurement is often challenging to accomplish due to a variety of factors including lacking human and financial resources. Relatively little systematic attention, however, has been given to the perspectives of practitioners who are implementing evidence-based programs regarding their perception of factors that may increase the reporting of implementation fidelity data. In the current study, the author conducted a short web-survey (eight questions) and obtained the perspectives of 92 current and past practitioners of the Achievement Mentoring Program, an evidence-based, school-based intervention targeting the problematic academic behaviors of at-risk youth (Boyd-Franklin & Bry, 2019). Results included quantitative and qualitive data reflecting practitioner identified factors that facilitate/interfere with fidelity measurement (e.g., email reminders), and practitioner interest in seeing a variety of possible fidelity measurement modifications intended to increase utility for practitioners. Practitioners rated higher interest in modifications that featured student-centered data and rated lower interest in modifications featuring practitioner-focused performance data.

Indexing (document details)
Advisor: Bry, Brenna H.
Commitee: Boyd-Franklin, Nancy
School: Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
Department: Graduate School of Applied & Professional Psychology
School Location: United States -- New Jersey
Source: DAI-A 81/4(E), Dissertation Abstracts International
Subjects: Educational psychology, Educational leadership
Keywords: Achievement mentoring program, Evidence-based programs, Implementation fidelity, Online survey, Practitioner perspectives
Publication Number: 22618945
ISBN: 9781687944320
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