Assessing Treatment Fidelity: Lessons Learned from a Multi-Site National Study Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 20, 2019
  • Mamak, Eva
    • Affiliation: School of Education
  • Research in the field of early intervention indicates that providing educational services early in a child's life can produce meaningful changes in outcomes for children. The Partners for Literacy curriculum was provided through the Classroom Literacy Interventions and Outcomes study of the federal Even Start program. The Partners for Literacy curriculum was implemented for two years, and implementation was measured over four time points during this study. The purpose of this dissertation was to determine which factors related to positive implementation of this curriculum and to examine changes in curriculum implementation over time. Results of this study indicated that none of the seven measured factors was significant in predicting a model of curriculum implementation in the first year of the study. However, in the second year, a model including the number of teacher feedback forms that were returned was successful in classifying over 80% of classrooms through logistic regression as high implementation or moderate/low implementation, -2 Log Likelihood = 47.143, χ2 (2) - 24.250, p < .001. Results of repeated measures analysis through a SAS proc mixed procedure also indicated that implementation of this curriculum improved significantly over two years, and while director attendance at training was related to increases in implementation, it did not mediate this effect. Time was the only significant indicator in this model, t (176) = 10.89, p < .001. These results suggest that interventions should be in place for a significant period of time prior to measuring their effects, as implementation develops slowly over time.
Date of publication
Resource type
Rights statement
  • In Copyright
  • Wasik, Barbara Hanna
  • Knotek, Steven
  • Song, Samuel Young
  • Bryant, Donna
  • Frierson, Henry T.
  • Sparling, Joseph
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2008

This work has no parents.