Capturing Variation in Treatment Effects for a Literacy Intervention Using Comprehensive Adherence Measures

• In Event: 60.071 - Using Mixed Methods to Measure Implementation

Abstract

This mixed-methods research study reports on teachers’ fidelity of implementation (FOI) of a RCT literacy intervention. Results indicate that teachers were able to implement the intervention with a high moderate degree of fidelity, making more modifications to program model, than to actual subject-matter content critical components. Overall, teachers’ knowledge of student ability was the basis for most adaptations with actual or perceived student performance/assessment determining appropriateness of adaptation. The implementation process was influenced by variables related to internal factors (teacher characteristics, classrooms, and school capacity) and external factors (intervention design/complexity and educational policies at multiple levels). Observed and self-reported FOI were highly correlated suggesting self-report may be a reliable alternative to costly direct observations when measures are clear and precise.

Author

• Lisa Hall Foster, Liberty University