Implementation fidelity of Switch-on was compromised in some schools, with modifications to prescribed content, duration and format of sessions¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The process evaluation found that some schools modified the prescribed content, duration and format of Switch-on sessions, which the evaluators suggest could explain the lack of impact. → Rakhee Patel 2017

Evidence¶

Rakhee Patel 2017¶

Rakhee Patel, Nico Jabin, Loraine Bussard, Javiera Cartagena, Sarah Haywood and Michael Lumpkin. (2017). Switch-on Effectiveness Trial. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/our-work/projects/switch-on-effectiveness-trial/

q2 · i? · causal · r?

Process evaluation combining TA and trainer interviews, six school case studies, attendance registers and a post-intervention survey (97% response rate). The report states compromised fidelity "is likely to have affected the quality of the intervention and could explain the lack of impact".

"Some schools reported modifications to the prescribed content, duration and format of Switch-on sessions. Closer monitoring by the developers could help to ensure greater fidelity in future."

Discussion¶

Related Claims¶

• Schools delivered very few RTI sessions in practice, making it impossible to implement, monitor and adjust the intervention as intended — related
• Process evaluation found that poor behaviour and lack of pupil engagement spoiled delivery of some sessions and may have contributed to the lack of impact — related
• Implementation fell short of the intended dosage: very few learners received two 15-minute sessions weekly for 30 weeks, mainly due to timetabling and absence — related