Intervention Integrity



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tarix29.09.2018
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Intervention Integrity
Teachers in schools are charged with the task of maintaining the integrity of the ERIK intervention. To ensure the integrity (and the best possible outcome for students) of the ERIK intervention program, students need to be placed in the most appropriate teaching pathway. The ERIK assessment profile is used to establish the most appropriate teaching pathway for individual students. To carry out the ERIK program, without administering the assessment profile, would greatly interfere with the integrity of the intervention.
The initial ERIK research randomly placed students into one of the three teaching programs, identifying that students made good progress. However, in the second phase of the research, when students were placed into their identified teaching pathway, using the ERIK assessment profile, student’s made significantly more gains.
The assessment profile provides teachers with the baseline data against which progress can be measured i.e. “response to intervention” data. If we have no baseline data, teachers will not know if the program has had the desired effect.
Every effort has been made to reduce the time taken to administer the assessment profile (pre-testing). Administration time has been reduced to 35 minutes per student. Benefits of administering the assessment outweigh the assumed time benefits of disregarding the assessment. In the long run it saves time by placing the student into the most appropriate program, as the student will make gain faster.

Intervention Integrity, the degree to which an intervention is implemented as intended (Gresham, 1989). If an intervention is not implemented as intended then it cannot be known whether intervention outcomes were a result of the intervention.
References:

Eastern Stream Center on Resources and Training (ESCORT, 2006.) New roles in Response to Intervention: Creating success for schools and children. Available at: http://www.centeroninstruction.org/files/rti_role_definitions.pdf


Gresham, F.M. (1989). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18, 37-50.
Individuals with Disabilities Education Act (IDEA) 2004. Available at: http://www.nectac.org/idea/idea.asp
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