A survey investigating school psychologists' measurement of treatment integrity in school‐based interventions and their beliefs about its importance

Abstract

Abstract A survey of individuals holding the Nationally Certified School Psychologist (NCSP) credential was conducted via the Internet to gather information regarding their measurement of treatment integrity in school‐based interventions and their beliefs about its importance. A sample of 806 self‐selected professionals holding the NCSP credential provided data about the extent to which they measure treatment integrity and the methods they used to measure it when developing interventions via one‐to‐one and group/team consultation. Results showed that 97.6% agreed that measurement of treatment integrity was a key factor to consider and to include when evaluating interventions and when using intervention data for special education eligibility decisions. Few, however, reported regularly documenting it in one‐to‐one (only 11.3%) or group/team consultation (only 1.9%). Recommendations for how school psychologists and other school staff can increase their measurement of treatment integrity in school‐based interventions are offered. © 2008 Wiley Periodicals, Inc.