@article{ref1,
title="Fidelity in school-based positive behavioral interventions and supports: current status of compliance",
journal="Journal of school health",
year="2022",
author="Krach, S. Kathleen and McCreery, Michael P. and Monk, Malaya M. and Bagneris, Jessica R.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="OBJECTIVE: The current study identified and compared different treatment fidelity reporting methods. <br><br>METHOD: This paper includes 2 studies. In Study 1, the researchers compared and contrasted 3 sources of fidelity obtained in a study previously published by the authors; whereas, Study 2 did the same using a structured review of the literature. <br><br>RESULTS: Fidelity reporting methods included: self-reports, peer reports, observations, artifact review, and use of standardized procedures. Study 1: a statistically significant difference in fidelity results was identified between methods. Study 2: the most common method of reporting was no reporting (46%) followed by observations (25.6%), peer ratings (25.6%), and self-report (23.1%). When studies reported that fidelity was evaluated, 57% subsequently provided specific fidelity results. <br><br>CONCLUSIONS: Given that intervention fidelity is reported differently depending on the method used, then standard guidelines are needed for how this construct should be assessed and reported in practice and research.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.13286",
url="http://dx.doi.org/10.1111/josh.13286"
}