Training School-Based Practitioners to Collect Intervention Integrity Data

Abstract

School-based practitioners are often overwhelmed at the idea of collecting and analyzing intervention integrity information. In order for the analysis of intervention integrity data to be feasible for busy staff, the system must support the systematic assessment of intervention integrity. In this article, we describe the process used by an intermediate service agency for the systematic assessment of intervention integrity, as well as the model used for planning and delivering professional learning to school-based practitioners in the area of intervention integrity. The model includes training and ongoing support in the areas of integrity data collection methods, data-based decision making for individuals and small groups, and effective consultation. Strengths and limitations of the model are also discussed.