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• W267130336 abstract "From Peterson, Homer, and Wonderlich (1982) to the present, the editors and authors of this issue traced the historical precedence of treatment integrity in psychology (see Yeaton & Sechrest, 1981) and its emergence in education. They reviewed existing treatment integrity frameworks and reported common and unique differences in an effort to focus on common and unique features. The special issue addressed themes of (a) assessment, (b) relationship to treatment outcomes, and (c) promotion of treatment integrity in practice. They discussed relevance ranging from the control of the internal validity of experiments to response to intervention and problem-solving practices in school-wide prevention. They provided two examples of its use in research. They concluded that although inclusion and use of treatment integrity data to make inferences and decisions is emerging in the discipline, it still happens too infrequently in both research and practice. As one concerned with these issues for a long time now, I thank the lead editors and authors for making this important contribution. In hopes of adding something to this comprehensive effort, I decided to provide a personal reflection on the topic based on my (and my colleagues') own efforts to develop and scale up use of evidence-based practices in inner-city, urban community schools. As we face the complexity in the topic just discussed, I do so with the intent that that we do not lose sight of some big ideas underpinning the role of treatment integrity in our work. A common characteristic of the highly effective disciplines like aviation, engineering, and medicine is that their practices are based on the results of empirical experimental science, the set of lessons learned from their long histories of experimentation. One hundred years ago, we did not fly, buildings nearly always collapsed in earthquakes, and physicians offered treatments with no assurance that they would cure (Greenwood & Abbott, 2001). Today we fly, live, and work in safer, more energy-efficient buildings, and experience treatments that cure and prevent most of the common diseases that killed 100 years earlier. Research findings from basic and applied experiments, accumulated and proven in practice, ground these professions' high degree of effectiveness, and the trust and respect given them by the general public. The policies of professional organizations related to aviation, engineering, and medicine assert that today's standard practices are subject to immediate change when findings show that new practices return superior outcomes with less risk and sometimes less cost. In these fields, research evidence has been given precedence over clinical judgment for years. In that sense, the behavioral and educational disciplines are just beginning to aspire to reach similar levels of effectiveness (Greenwood & Maheady, 1997). Big Idea 1: Reaping the Benefits of Effective Practices Taken to Scale Effective practices are those that produce measurably superior outcomes for individuals and groups receiving them. Taking them to scale in the practices of psychologists and teachers, for example, is the only way to fully reap these benefits. Evidence-based practices (EBPs) are supported by evidence showing that students learn more in less time when their teacher uses the practices compared to using something else. Making EBPs prevalent in what teachers and psychologists know and do depends fundamentally on the use of treatment integrity data. Treatment integrity is the key to wide-scale application of EBPs and to reaching a discipline of greater effectiveness. Treatment integrity data provide the essential quality controls needed to transfer the use of EBPs to the field through professional practice standards, professional development, technical assistance, and dissemination. Big Idea 2: Technological Dimension and Replication The now common understanding that teachers, parents, and school psychologists working in nonclinical, applied community settings, such as preschools and kindergarten through Grade 12 public schools, can be effective change agents emerged some 40 years ago in the late 1960s (e. …" @default.
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• W267130336 date "2009-12-01" @default.
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• W267130336 title "Treatment Integrity: Revisiting Some Big Ideas." @default.
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