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001 ocn881458577;

003 OCoLC;

005 20141212070330.0;

006 m o d ;

007 cr bn|||||||||;

008 140617s2014 ncua ob 000 0 eng d;

035 a| (Sirsi) o881458577;

035 a| (OCoLC)881458577;

043 a| n-us---;

049 a| EREE;

090 a| LC4031;

100 1 a| Neverve, Jessica Lauren,e| author.?| UNAUTHORIZED;

245 14 a| The effect of home-school communication on treatment integrity /c| by Jessica Lauren Neverve.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2014.;

300 a| 68 pages :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.39Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2014.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Stephen Kilgus.;

500 a| Title from PDF t.p. (viewed June 26, 2014).;

520 3 a| Federal policy and school psychology practice have recently increased advocacy for the use of evidence-based interventions. Treatment integrity is an important component of evidenced-based interventions and individuals who implement these interventions may encounter barriers to proper implementation. Performance feedback has been used as an effective way to improve treatment integrity for teachers, which has primarily used feedback regarding student outcomes and implementer adherence to intervention procedures. The purpose of the present studies was to consider the utility of home to school communication as a method of performance feedback regarding a student's response to a Daily Behavior Report Card (DRC) intervention targeting academic engagement in improving teacher treatment integrity levels. Results indicated that home-school communication in insolation might not be enough to promote high levels of teacher treatment integrity. Results also suggested that limited improvement in overall student academic engagement could be related to low to moderate levels of teacher treatment integrity, which provides additional support for the importance of implementation fidelity.;

504 a| Includes bibliographical references.;

650 0 a| Children with disabilitiesx| Educationz| United States.=| ^A1342;

650 0 a| Parents of children with disabilitiesz| United States.=| ^A1006384;

650 0 a| Teachers of children with disabilitiesz| United States.=| ^A95530;

650 0 a| Interpersonal communication.=| ^A5012;

610 10 a| United States.t| Individuals with Disabilities Education Act.=| ^A499960;

653 a| Psychology;

700 1 a| Kilgus, Stephen P.e| degree supervisor.=| ^A1385965;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4431;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3485928;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3485928-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/17/2014x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3485928-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/17/2014x| ETDz| HERESOURCE;

The effect of home-school communication on treatment integrity / by Jessica Lauren Neverve.

Author/creator	Neverve, Jessica Lauren author.
Other author	Kilgus, Stephen P. degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2014.
Description	68 pages : illustrations
Supplemental Content	Access via ScholarShip
Subjects	United States. Individuals with Disabilities Education Act. Children with disabilities--Education. --United States. Parents of children with disabilities--United States. Teachers of children with disabilities--United States. Interpersonal communication. Minorities--Education. --Law and legislation. --United States.

Summary	Federal policy and school psychology practice have recently increased advocacy for the use of evidence-based interventions. Treatment integrity is an important component of evidenced-based interventions and individuals who implement these interventions may encounter barriers to proper implementation. Performance feedback has been used as an effective way to improve treatment integrity for teachers, which has primarily used feedback regarding student outcomes and implementer adherence to intervention procedures. The purpose of the present studies was to consider the utility of home to school communication as a method of performance feedback regarding a student's response to a Daily Behavior Report Card (DRC) intervention targeting academic engagement in improving teacher treatment integrity levels. Results indicated that home-school communication in insolation might not be enough to promote high levels of teacher treatment integrity. Results also suggested that limited improvement in overall student academic engagement could be related to low to moderate levels of teacher treatment integrity, which provides additional support for the importance of implementation fidelity.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Stephen Kilgus.
General note	Title from PDF t.p. (viewed June 26, 2014).
Dissertation note	M.A. East Carolina University 2014.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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