Ensuring Effective Implementation of Evidence-Based Practices

Carroll C. Patterson M. Wood S. Booth A. Rick Jo Balain S. (2017). A conceptual framework for implementation fidelity. Implementation Science, 2(1), Article 40. https://doi.org/10.1186/1748-5908-2-40

Collier-Meek M. A. Fallon L. M. Sanetti L. M. H. Maggin D. M. (2013). Focus on implementation: Strategies for problem-solving teams to assess and promote treatment fidelity. TEACHING Exceptional Children, 45(5), 52–59. https://doi.org/10.1177/004005991304500506

Dennis L. R. Weatherly J. Robbins A. Wade T. (2021). Practice-based coaching to support paraeducator implementation of shared book-reading strategies in preschool. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/0040059920976675

Fixsen D. L. Blase K. Naoom S. Metz A. Louison L. Ward C. (2015). Implementation drivers: Assessing best practices. National Implementation Research Network, University of North Carolina at Chapel Hill.

Fixsen D. L. Naoom S. F. Blase K. A. Friedman R. M. Wallace F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

Goulet M. Archambault I. Janosz M. Christenson S. L. (2018). Evaluating the implementation of Check & Connect in various school settings: Is intervention fidelity necessarily associated with positive outcomes? Evaluation and Program Planning, 68, 34–46. https://doi.org/10.1016/j.evalprogplan.2018.02.004

Harn B. A. Forbes-Spear C. Fritz R. Berg T. (2012). Quality of Intervention Delivery and Receipt (QIDR) observation tool. University of Oregon.

Harn B. Parisi D. Stoolmiller M. (2013). Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools? Exceptional Children, 79(2), 181–193

Horner R. H. Sugai G. (2015). School-wide PBIS: An example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. https://doi.org/10.1007/s40617-015-0045-4

Kittelman A. Goodman S. Rowe D. A. (2021). Effective teaming to implement evidence-based practices. TEACHING Exceptional Children, 53(4), 264–267. https://doi.org/10.1177/0040059921993020

Kittelman A. Horner R. H. Rowe D. A. (2020). Selecting evidence-based practices to improve learning and behavior. TEACHING Exceptional Children, 53(2), 96–98. https://doi.org/10.1177/0040059920964684

Kraft M. A. Blazar D. Hogan D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588.

Lyon A. R. Cook C. R. Brown E. C. Locke J. Davis C. Ehrhart M. Aarons G. A. (2018). Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13, Article 5. https://doi.org/10.1186/s13012-017-0705-6

McIntosh K. Goodman S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. The Guilford Press.

Pianta R. C. L. Paro K. M. Hamre B. K. (2008). The classroom assessment scoring system. Brookes.

Pierce J. (2017). Effective practices for coaches. NCSI. https://ncsi-library.wested.org/resources/206

Pierce J. (2019). Measuring the fidelity of coaching. NCSI. https://ncsi-library.wested.org/resources/247

Pierce J. Irby M. Weber-Mayrer M. (2019). How coaching takes root. The Learning Professional, 40(6), 20–23.

Reddy L. A. Glover T. A. Elliott S. N. Kurz A. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments – Teacher Forms. Assessment for Effective Intervention, 44(2), 104–119. https://doi.org/10.1177/1534508418771739

Sanetti L. M. H. Collier-Meek M. C. (2019). Supporting successful interventions in schools: Tools to plan, evaluate, and sustain effective implementation. The Guilford Press.

Sanetti L. M. H. Collier-Meek M. A. (2015). Data-driven delivery of implementation supports in a multi-tiered framework: A pilot study. Psychology in the Schools, 52, 815–828. https://doi.org/10.1002/pits.21861

Sanetti L. M. H. Collier-Meek M. A. (2014). Increasing the rigor of treatment integrity assessment: A comparison of direct observation and permanent product methods. Journal of Behavioral Education, 23, 60–88. https://doi.org/10.1007/s10864-013-9179-z

Sanetti L. M. H. Collier-Meek M. A. Long A. C. J. Kim J. Kratochwill T. R. (2014). Using implementation planning to increase teachers’ adherence and quality to behavior support plans. Psychology in the Schools, 51(8), 879–895. https://doi.org/10.1002/pits.21787

Sinclair M. F. Christenson S. L. Evelo D. L. Hurley C. M. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65(1), 7–21. https://doi.org/10.1177/001440290507100405

Sinclair M. F. Christenson S. L. Thurlow M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 71(4), 465–482. https://doi.org/10.1177/001440290507100405

Ward C. S. Kittelman, & Rowe, D. A. (2021). Supporting evidence-based practices: What implementation activities are needed when for success? TEACHING Exceptional Children, 53(5), 332–335. https://doi.org/10.1177/00400599211010176

Ward C. Metz A. Louison L. Loper A. Cusumano D. (2018). Drivers best practices assessment. National Implementation Research Network, University of North Carolina at Chapel Hill.