Problem behavior has been increasing in classrooms and has significantly contributed to teacher burnout. Students in special education settings have been found to demonstrate problem behaviors more than their general education peers. Schools have a responsibility to implement evidence-based behavioral support to assist students with their behavioral needs, decrease problem behavior, and increase desired behavior in the classroom. There is a relationship between the level of implementation fidelity and the effectiveness of an intervention. If there are not high levels of fidelity, the results are not expected to mimic what has been found in the research. The purpose of this systematic review was to identify, analyze, and synthesize the current evidence surrounding implementation fidelity interventions for behavioral supports. A systematic method was used to identify relevant studies and 11 studies met the inclusion criteria. Each study was then coded to identify the quality of the evidence and the findings. The data was then reviewed and synthesized according to the research questions. The results indicate that direct implementor training paired with performance feedback is the most researched intervention and has been shown to be effective. Additional research is needed to draw conclusions about the effectiveness of other implementation fidelity interventions.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-11489 |
| Date | 12 July 2024 |
| Creators | Mesui, Paige C |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
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