Harn, ElizabethBrafford, Tasia2021-11-232021-11-232021-11-23https://hdl.handle.net/1794/26861Progress monitoring in multi-tiered systems of support typically focus on student progress, but it is also important to consider information regarding implementation of instruction and evidence-based practices. Through the assessment of implementation, researchers and practitioners are better equipped to understand the true effects of an intervention and make changes to improve intervention instruction. Adherence data is typically collected in research, whereas implementation data in the school setting are collected inconsistently, if at all (Sanetti & Luh, 2019). Research suggests that different dimensions of implementation may relate to student outcome differentially based on content and context (Boardman et al., 2016; Odom et al., 2010). By investigating the different dimensions of implementation and their relation to each other as well as student outcomes within intervention settings, researchers and practitioners will gain knowledge regarding contextual factors that support improved intervention instruction. The current study contributed to this research literature using data collected from the ROOTS efficacy trial (Clarke et al., 2012) to answer the following research questions: (1) What are the descriptive statistics of treatment adherence and Ratings of Classroom Management and Instructional Support (RCMIS)? Do these statistics differ by treatment group size? What are the underlying dimensions of instructional quality of measured by RCMIS?, (2) Is treatment adherence associated with factors of implementation quality?, and (3) Which measure of implementation (e.g., dimensions of instructional quality, treatment adherence) accounts for the most variance in student outcomes? Participants included 880 at-risk students assigned to ROOTS treatment intervention instruction, comprising 255 ROOTS groups. Descriptive statistics, exploratory factor analysis, regression analysis, and hierarchical linear modeling was used to answer the research questions. Results indicated high levels of treatment adherence and RCMIS score across time, with no statistical differences across group sizes. A single factor of implementation quality was found when investigating the dimensions of the RCMIS. For the distal measure of student achievement, neither treatment adherence nor the RCMIS was found to relate to student outcomes, whereas both were similarly related to the proximal measure of student mathematics achievement. Results are discussed in the context of implementation in both research and practice.en-USAll Rights Reserved.fidelity of implementationimplementationinterventionkindergartenmathematicsobservationElectronic Thesis or Dissertation