Examining the influence of treatment integrity: Accuracy of daily report card intervention implementation and student outcome
Vujnovic, Rebecca Kate
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Given the deficits associated with ADHD and the significant prevalence, it is important to explore evidence based treatments for ADHD in the classroom and the efficacy with which the classroom teachers implement such interventions. The current investigation is a secondary analysis to investigate the integrity of a Daily Report Card (DRC) intervention to enhance our understanding of the effects and predictors of treatment integrity and promote experimental validity of evidence-based interventions within the classroom. Sixty-three students with ADHD who were receiving special education services were enrolled as participants; thirty-three students were assigned to a behavioral consultation condition, which included a home-based reward component; thirty students were assigned to a monitoring condition to reflect treatment as usual. Regardless of condition, results indicated that teachers and parents participated with adequate levels of integrity and demonstrated positive effects on teacher and parent satisfaction and teacher ratings of student outcome. No differences in levels of integrity were found between the groups, but results suggested that satisfaction was greater in the treatment condition. Overall, results supported the utility of the DRC as a practical intervention for students with ADHD within the classroom setting. Implications of these results for interventions for students with ADHD are discussed.