Systems‐Level Consultation to Improve Intervention Fidelity and Student Outcomes
A Collective Case Study of a Blended Learning Reading Program
Datos Bibliográficos
| ID | 21375690 |
|---|---|
| Autores | Cara M Bliss (0009-0008-8866-0631, Lexia Learning Concord Massachusetts USA, autor de correspondencia), Courtenay A Barrett (0000-0001-9258-4725, Department of Counseling, Educational Psychology, and Special Education Michigan State University East Lansing Michigan USA, autor de correspondencia) |
| Año | 2025 |
| Volumen | 62 |
| Número | 8 |
| Páginas | 2579-2593 |
| Fecha de publicación | 2025-08-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Psychology in the Schools (JOURNAL) |
| Identificadores de la revista | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23490 |
| OpenAlex | W4409074407 |
| Idioma | EN |
| Referencias citadas | 36 |
School psychologists have the potential to improve students' reading skills by helping schools select evidence‐based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long‐standing challenges implementing and scaling reading programs in schools. The purpose of this study was to explore the unique implementation challenges associated with blended learning programs, how systems‐level consultation can be used to support implementation and foster intervention fidelity, and the extent to which intervention fidelity of a blended learning reading program was associated with student reading skills. This collective case study included qualitative and quantitative data from 20 schools, 666 educators, and 6208 students in the U.S. We employed mixed methods, which included inductive thematic analysis of 47 implementation plans and means difference testing to examine differences in educator engagement, student‐level intervention fidelity, and student outcomes across districts with varying levels of implementation supports. Results identified several challenges encountered throughout implementation and the types of strategies employed to address those challenges. Further, results suggested that there were greater levels of fidelity and more positive student outcomes in schools accessing systems‐level consultation to support implementation
Fidelity · Intervention (counseling) · Mathematics education · Medical education · Pedagogy · Reading (process) · Computer Science · Educational and Psychological Assessments · Medicine · Parental Involvement in Education · Psychology · Reading and Literacy Development
The simple view of reading
Doing a thematic analysis
Assessing the Organizational Social Context (OSC) of Mental Health Services
Mixed Method Designs in Implementation Research
Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
The case study approach
The implementation leadership scale (ILS)
Transformational Leadership And Organizational Culture
A conceptual framework for implementation fidelity
Decoding, Reading, and Reading Disability
Effective Teacher Professional Development
Qualitative Data Analysis in Health Psychology
Measuring the impact of a blended learning model on early literacy growth
Effect of blended learning on student performance in K‐12 settings
Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities
Implementation Matters
Methods of coping with social desirability bias
A randomized controlled trial of an early‐intervention, computer‐based literacy program to boost phonological skills in 4‐ to 6‐year‐old children
Using thematic analysis in psychology
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |