Document Type

Article

Publication Date

1-20-2019

Publication Title

International Journal of Developmental Disabilities

Publisher Name

Taylor and Francis

Abstract

Including students with disabilities requires schoolwide interventions that are implemented with fidelity (adherence). Collection of fidelity data may become problematic when multiple evidence-based treatments exist in one setting. To address concerns around efficiency of data collection, this study hypothesized that the three sampling approaches (proportional, consensus, stratified random) provided similar levels of agreement with an expert rater, thus warranting the differentiation in their applications based on the needs of the evaluators. Three high schools were randomly assigned to one of three sampling approaches (i.e., proportional, consensus, stratified random) to complete a fidelity measure for the implementation of a schoolwide inclusion approach. Based on the Median Test, each sampling approach did not differ significantly from the scores of an expert rater. The results indicate that schools may have some choice in the methods they use to sample their staff around the measurement of fidelity of implementation.

Comments

Author Posting © Taylor and Francis, 2019. This is the author's version of the work. It is posted here by permission of the Taylor and Francis for personal use, not for redistribution. The definitive version was published in International Journal of Developmental Disabilities, January, 2019. https://doi.org/10.1080/20473869.2018.1546793

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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