Examining Relationships between Components of Implementation Fidelity and Student Response within the Context of an Early Numeracy Intervention
| dc.contributor.advisor | Clarke, Benjamin | |
| dc.contributor.author | Lussier, Cayla | |
| dc.date.accessioned | 2024-08-07T22:27:34Z | |
| dc.date.available | 2024-08-07T22:27:34Z | |
| dc.date.issued | 2024-08-07 | |
| dc.description.abstract | Evidence-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined relationships between these different components of fidelity and whether they are associated with student mathematics outcomes, intervention group size, and interventionist characteristics within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student initial mathematics skill, however no relationship was observed between fidelity components and student mathematics growth. Findings for group size and interventionist characteristics were mixed. Limitations, implications for research and practice, and future directions are discussed. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/29829 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.subject | elementary | en_US |
| dc.subject | engagement | en_US |
| dc.subject | fidelity | en_US |
| dc.subject | implementation | en_US |
| dc.subject | intervention | en_US |
| dc.subject | mathematics | en_US |
| dc.title | Examining Relationships between Components of Implementation Fidelity and Student Response within the Context of an Early Numeracy Intervention | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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