Fidelity of implementation varied substantially across schools and classrooms in the scaled-up values-affirmation trial, particularly in teacher-centered delivery¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the scaled-up intervention, fidelity varied substantially across schools and classrooms, with the greatest variation in teacher-centered delivery of the intervention. → Dominique Bradley 2015

Evidence¶

Dominique Bradley 2015¶

Dominique Bradley, Evan Crawford, Sara E. Dahill-Brown. (2015). Fidelity of Implementation in a Large-Scale, Randomized, Field Trial: Identifying the Critical Components of Values Affirmation. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED562183

q3 · i? · causal · r2

Fidelity analysis of the MWAP trial using classroom debrief reports and end-of-year teacher surveys. Table 1 reports average teacher compliance of 72% overall, ranging from 64% to 83% across high and low student-affirmation subgroups across 275 reports.

"in this scaled up intervention we find substantial variation in fidelity across schools and classrooms, particularly in terms of the teacher-centered delivery of the intervention (see Table 1)"

Discussion¶

Related Claims¶

• CBC and behavioral plan implementation were delivered with high fidelity in the rural trial — related
• Treated students showed high fidelity to the cognitive process of values affirmation, while student engagement varied regardless of condition assignment — related
• A tension between the stealth and low-stress critical components may undermine values-affirmation delivery, with teachers sometimes breaking stealth — related
• Higher adherence and lower discipline problems during delivery were associated with more positive changes in utility value — related
• Student and teacher engagement with the values-affirmation exercise declined notably by the fourth administration — related
• Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
• Significant positive impacts of values affirmation occurred despite low fidelity on some critical components, suggesting some delivery and stealth aspects may be less important than the original protocol defines them — related
• A district-wide randomized trial of values affirmation in 7th grade produced significant but relatively modest impacts compared to prior studies — related