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Presented at the 19th Annual Research Conference
Download Handouts: 901kb pdf
Session Number: 40 Room: Salon A
Presenting: Ray Burke; Leah O'Neill Fichtner
All Authors for this paper: Ray Burke; Leah O'Neill Fichtner; Robert Oats; Shelley Johnson; Mary Beth DelGaudio
Presentation Type: paper presentation
Synopsis: When effective interventions are implemented with high fidelity, positive outcomes occur. Few schools assess intervention fidelity but those that do find that lower adherence to the intervention results in poorer outcomes for students. This study examined effects of fidelity level and dosage of a school-wide classroom management program at 8 urban elementary schools. Results suggest that high fidelity, high dosage teachers had more students academically engaged and fewer students suspended than low fidelity, low dosage teachers. Teacher self-ratings and administrator ratings of teacher's fidelity provided concurrent validity for assignment to low and high fidelity groups based on observation data.
Date: Friday, February 24, 2006
Session Time: 1:15 PM - 2:15 PM
Presentation Time: 1:15 PM - 1:45 PM