what the research says

What works in PD, II

Noell et al. (2005), for example, evaluated the effectiveness of different consultant support strategies on the implementation integrity of classroom-based interventions. Specifically, they tested three different strategies (brief weekly interviews between the consultant and consultee, interviews with a focus on commitment to implementation, and performance feedback) across 45 consultation cases for elementary students with academic and/or behavioral difficulties. Results indicated that performance feedback (briefly meeting on a regular schedule, examining permanent products resulting from the intervention, graphing and reviewing both student outcome and implementation integrity data) yielded higher integrity than either of the other two conditions.

Glover, T., & Di Perna, J. (2007). Service Delivery for Response to Intervention: Core Components and Directions for Future Research. School Psychology Review, 36 (4), p.526-540

What works in PD, I

Sterling-Turner, Watson, Wildmon, and Watkins (2001) investigated the relationship between training methods and treatment integrity. Participants were ran¬domly assigned to one of three experimental conditions: didactic (verbal explanation of the intervention), modeling (implementation of intervention demonstrated for interventionist before use), or rehearsal or feedback training. Direct training procedures (i.e., modeling and rehearsal or feedback training) produced higher levels of treatment integrity than didactic methods.

Glover, T., & Di Perna, J. (2007). Service Delivery for Response to Intervention: Core Components and Directions for Future Research. School Psychology Review, 36 (4), p.526-540