Abstract
ABSTRACT Available data indicate educators struggle to implement interventions consistently across time, which negatively impacts student outcomes. Implementation strategies have been developed to improve treatment fidelity, but many require time and staffing demands that can be unfeasible in practice. The primary purpose of this study was to extend the literature on one such strategy, implementation planning, by evaluating the effectiveness of computer-based implementation planning (CBIP) to improve teachers’ treatment fidelity to cover, copy, compare (CCC). Teachers were asked to implement CCC with nominated students having difficulty with mathematics fluency. All teachers demonstrated low-to-moderate adherence and moderate-to-high quality during initial implementation. Following the completion of CBIP, teachers consistently demonstrated substantially improved levels of adherence and moderately improved quality. Teachers rated CBIP to be socially valid. Implications and future directions related to the present findings are discussed.
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