Evaluating the use of self-report as a feasible method to support and measure integrity levels

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of the current study was to evaluate the effectiveness of the use of a Self-Monitoring Instant Feedback (SMIF) tool on increasing implementation integrity levels of the Social Competence Intervention (SCI) across age groups. Literature on implementation integrity highlights the necessity for development of a measurement tool and support method that is efficient, feasible, and accurate, as well as, effective in increasing integrity across school-based interventions. The current study sought to extend recent studies examining the use of self-report as self-monitoring to increase integrity levels and accuracy in measurement of implementation (Sanetti and Kratochwill, 2008; Sannetti and Kratochwill, 2011) paired with an effective support method: performance feedback (Solomon et al., 2012). The study employed a multiple baseline design across three implementing teachers to determine if the Self-Monitoring Instant Feedback (SMIF) tool increased implementation integrity levels of the Social Competence Intervention (SCI). In addition, the consistency of self-reported integrity as compared to direct observation measures and social validity were examined. Results indicated that the use of the SMIF can enhance integrity levels of the SCI curriculum. Furthermore findings indicated measurement via self-report using global estimations may provide accurate ratings of implementation of a school based curricular intervention. Lastly, social validity findings suggest that the SMIF tool is feasible when used in conjunction with the SCI curriculum. Implications for use within schools are discussed.