%0 Journal Article
%T An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation
%A Caitlin Rasplica Khoury
%A Kent McIntosh
%A Robert Hoselton
%J Remedial and Special Education
%@ 1538-4756
%D 2019
%R 10.1177/0741932518795639
%X Fidelity of implementation of school practices is crucial to student outcomes. Several types of tools, including self-assessments, are available for measuring fidelity, but little is known regarding the relation of self-assessments of fidelity to fidelity instruments completed with the support of external experts, specifically, during the first few years of implementation. The present study used cross-sectional data from 1,438 schools to examine relations between fidelity self-assessment and team-based fidelity measures in the first 4 years of implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). Results showed strong positive correlations between fidelity self-assessments and a team-based measure of fidelity at each year of implementation
%K positive behavior supports
%K fidelity of implementation
%K School-Wide Positive Behavioral Interventions and Supports
%K self-assessment
%U https://journals.sagepub.com/doi/full/10.1177/0741932518795639