Together Facing the Challenge—Fidelity of Implementation Tool

2018 ◽  
Author(s):  
Dannia G. Southerland ◽  
Elizabeth M. Z. Farmer ◽  
Maureen E. Murray ◽  
Leyla F. Stambaugh ◽  
Rachel D. Rosenberg
Keyword(s):  
Fidelity Of Implementation ◽  
Implementation Tool

scholarly journals Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

2016 ◽  
Vol 35 (3) ◽  
pp. 302-322 ◽  
Author(s):  
Bob Algozzine ◽  
Holly Morsbach Sweeney ◽  
Jeong Hoon Choi ◽  
Rob Horner ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
School Personnel ◽  
Fidelity Of Implementation ◽  
Technical Adequacy ◽  
Integrated Framework ◽  
Implementation Tool ◽  
The Impact

U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The long-standing interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of SWIFT Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

A Review of Fidelity of Implementation in Intervention Research Published in JTPE and RQES

2021 ◽  
pp. 1-5
Author(s):  
Weidong Li ◽  
Lian Ma ◽  
Ping Xiang ◽  
Yan Tang
Keyword(s):  
Physical Education ◽  
Conceptual Framework ◽  
Intervention Studies ◽  
Intervention Research ◽  
Fidelity Of Implementation ◽  
Program Delivery ◽  
Program Adherence ◽  
C 30 ◽  
Program Differentiation

Purpose: The purpose of this study was to review and evaluate the quality of fidelity of implementation (FOI) reported in experimental research in physical education pedagogy published in the Research Quarterly for Exercise and Sport and the Journal of Teaching in Physical Education using a five-component conceptual framework. Methods: Thirty-five intervention studies were coded using a five-item FOI checklist with indicators. For each of the five items, frequencies and percentages were calculated. Results: Authors of intervention studies reported components of FOI including (a) 35 studies assessing program adherence, (b) eight studies assessing dosage/program durations, (c) 30 studies assessing program delivery quality, (d) eight studies assessing participant responses to program interventions, and (e) 19 studies assessing program differentiation. The most frequently reported FOI components were program adherence, program delivery quality, and program differentiation. Conclusions: Researchers have begun to realize the critical importance of FOI in intervention research. Most researchers selected certain FOI components to assess and report at their own discretion. Researchers may need to pay more attention to FOI. The five-component conceptual framework is one method for doing this assessment.

Get Out of Your Comfort Zone: Externalization Taxonomy as an Implementation Tool for Future Designers

2020 ◽  
Author(s):  
Christina Brown ◽  
Vivian Loftness ◽  
Erica Cochran ◽  
Marantha Dawkins ◽  
Herbert Dreiseitl ◽  
...  
Keyword(s):  
Comfort Zone ◽  
Implementation Tool

Implementing API RP 1173, Pipeline Safety Management Systems: Tools and Resources to Facilitate Industry Implementation

2018 ◽  
Author(s):  
Aaron Duke ◽  
Dave Murk ◽  
Bill Byrd ◽  
Stuart Saulters
Keyword(s):  
Program Implementation ◽  
Safety Management ◽  
Third Party ◽  
Management Systems ◽  
Maturity Model ◽  
Planning Tool ◽  
Evaluation Tool ◽  
Safety Management Systems ◽  
Implementation Tool ◽  
Pipeline Safety

Since the publication of API Recommended Practice (RP) 1173: Pipeline Safety Management Systems, in July 2015, the energy pipeline trade groups in North America (API, AOPL, AGA, INGAA, APGA and CEPA) have worked collaboratively to develop tools and programs to assist energy pipeline operators with the development and implementation of appropriate programs and processes. These resources include a Planning Tool, Implementation Tool and Evaluation Tool, as well as a Maturity Model that describes a continuum of implementation levels. The Planning Tool is used to compare an operator’s existing management system to the RP requirements and develop action plans and assign responsibilities to close gaps. It is intended to help operators achieve Level 1 maturity (develop a plan and begin work). The Implementation Tool is used to evaluate and summarize implementation status by question, element and overall, and helps track development of program implementation to Level 3 maturity. The Evaluation Tool plays two key roles addressing the conformity and effectiveness of the system. This tool is used to assess and report the level of conformity to the requirements, the “shall” statements, of the RP and possible Level 4 maturity. The Evaluation Tool also provides the means to appraise the effectiveness of an operator’s programs in achieving the objectives of the RP, asking the key question, “Is the system helping and driving improvement?” These resources can be supplemented by the voluntary third-party audit program developed by API and the Peer-to-Peer sharing process.

Supply chain cooperation as a green supply chain management implementation strategy to achieve competitive advantages in natural disaster prone regions

2018 ◽  
Vol 28 (5) ◽  
pp. 564-583 ◽  
Author(s):  
Abednico Lopang Montshiwa
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Automobile Industry ◽  
Implementation Strategies ◽  
Green Supply Chain Management ◽  
Green Supply Chain ◽  
Competitive Advantages ◽  
Chain Management ◽  
Content Type ◽  
Implementation Tool

Purpose This study aims to present a competitive advantages framework suited for disaster prone regions in the era of climate change, present supply chain cooperation (SCC) as an integral part of GrSCM within the automobile industry and evaluate the competitive advantages framework merits based on SCC as a new implementation tool. Design/methodology/approach In an effort to address limited green supply chain management implementation strategies in disaster prone regions, the paper presents SCC as an economic, social and political implementation tool. To explore this; the study introduces SCC in a three-phase competitive advantages model adopted from the Barney 1995 model (with slight differences). Smart PLS 3.0 software package was adopted to carry out multi-variable data analysis. The study’s assumption is a capital economic system and bases its argument of analysis on stockholder theoretical lenses. Findings Big company size does not significantly affect SCC, suggesting that companies of all size can organize and enhance their network to be cooperative. Companies with cooperative supply chain network tend to have competitive advantages. SCC is also a viable way to manage business risks, be there internal or external. Research limitations/implications One of the study’s limitation is the stockholder theory it adopts, which shoulders its assumptions on a capital economic model of operation. Indeed, the study covered China, which is seen to be a communist-based economy. Another study’s limitation is that it narrows its data collection to disaster prone areas as documented by Guha-Sapir et al. (2012). Consequently, the findings of this study might be only applicable to areas that experience significant level of disruptions usually caused by disaster incidents. Originality/value The study is also the first of its kind to propose a model for automobile manufacturing in disaster prone regions. This is done by introducing SCC as an economic, social and political factor, while risk ranking is introduced as an environmental factor to constitute the external changes that Barney 1995 introduced.

Building on and Extending the Characteristics of Gifted Learners: Implementing the Real Engagement in Active Problem Solving (REAPS) Teaching Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
June Maker ◽  
◽  
Randy Pease ◽  
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Fidelity Of Implementation ◽  
Teaching Model ◽  
Evidence Based ◽  
Gifted Learners ◽  
Real World Problem ◽  
Talented Students ◽  
High Level ◽  
Evidence Based Model

Real Engagement in Active Problem Solving (REAPS) is an evidence-based model for building on and extending the characteristics of gifted learners, enabling them to develop their exceptional talents. The purposes of this study were to (a) identify teachers who implemented the method at a high level of fidelity and (b) describe their ways of applying principles for talent development in content, processes, products, and learning environments. Fidelity of Implementation was high, ranging from 3.0 to 5.8, with a mean of 4.7 on a scale from 0 to 6. Teachers used methods identified as important for exceptionally talented students: engagement, challenge, interest, and relevance. Administrators enabled this high level of implementation. Because the study was conducted in one school, we recommend extending the research to other schools and contexts, and to consider the importance of real-world problem solving in developing the understanding and values needed to use exceptional talents wisely.

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