Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

Keywords

Fidelity, Context (archaeology), Intervention (counseling), Computer science, Psychology

References

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Cited by

• Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction QualityTomasz Jurkiewicz, Ewa Wycinka — 2017
• The Effect of a Change Agent on Use of Evidence-Based Mental Health PracticesSonya J. Leathers, Jill E. Spielfogel, Joan M. Blakey — 2016
• Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence From the Randomized Trial of INSIGHTSMeghan P. McCormick, Elise Cappella, Erin O’Connor — 2016
• Social-Emotional Learning and Academic AchievementMeghan P. McCormick, Elise Cappella, Erin O’Connor — 2015
• Reading Recovery: An Evaluation of the Four-Year i3 Scale-UpHenry May, Phil Sirinides, Abigail Gray — 2016
• Parent-Implemented Communication InterventionJennifer A. Brown, Juliann Woods — 2016
• A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.Susan M. Sheridan, Amanda L. Witte, Shannon R. Holmes — 2017
• Examining the variation of fidelity across an intervention: Implications for measuring and evaluating student learningBeth Harn, Danielle Parisi Damico, Michael Stoolmiller — 2017
• Treatment integrity of elaborated semantic feature analysis aphasia therapy delivered in individual and group settings.Vasiliki Kladouchou, Ilias Papathanasiou, Eva A. Efstratiadou — 2017
• Promoting and measuring elementary school children's understanding of scienceJulia Schiefer — 2016
• Adoption, reach, and implementation of a cancer education intervention in African American churchesSherie Lou Z. Santos, Erin K. Tagai, Mary Ann Scheirer — 2017
• Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?Jennifer LoCasale‐Crouch, Amanda P. Williford, Jessica Vick Whittaker — 2018
• Systematic iteration between model and methodology: A proposed approach to evaluating unintended consequences.Jonathan A. Morell — 2017
• Elementary school children’s understanding of science: The implementation of an extracurricular science interventionJulia Schiefer, Jessika Golle, Maike Tibus — 2017
• Building Strong Family–School Partnerships: Transitioning from Basic Findings to Possible PracticesSusan M. Sheridan, Lorey A. Wheeler — 2017
• Fostering elementary school children's public speaking skills: A randomized controlled trialEvelin Herbein, Jessika Golle, Maike Tibus — 2017
• Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence ReviewSean Grant, Laura S. Hamilton, Stephani L. Wrabel — 2019
• Implementation ResearchJeanne Century, Amy Cassata — 2016
• Using the Teaching Pyramid Observation Tool (TPOT) to Support Implementation of Social–Emotional Teaching PracticesMary Louise Hemmeter, Patricia Snyder, Lise Fox — 2018
• Is Implementation Fidelity Important? A Systematic Review on School-Based Mental Health ProgramsRodrigo Rojas‐Andrade, Loreto Leiva — 2019

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