Practitioners’ views of an implementation fidelity measure for the evidence-based achievement mentoring program
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Shepherd, Mason R..
Practitioners’ views of an implementation fidelity measure for the evidence-based achievement mentoring program. Retrieved from
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TitlePractitioners’ views of an implementation fidelity measure for the evidence-based achievement mentoring program
Date Created2019
Other Date2019-08 (degree)
Extent1 online resource (vi, 90 pages) : illustrations
DescriptionThe 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.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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