Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP
Virginia Salzer, PsyD
In this dissertation, the author conducted a survey study of practicing school psychologists on their knowledge of, familiarity with, and use of treatment integrity in school-based interventions. A total of 195 self-identified practicing school psychologists provided information on their measurement and evaluation of treatment integrity on school-based intervention via a one-on-one consultation with teacher and/or parents and within a school-based problem-solving team. Furthermore, data were collected on the barriers school psychologists encounter when trying to implement treatment integrity protocols and what would make them more successful in measuring and evaluating treatment integrity within their practices. The most significant finding from this study was that specific training in treatment integrity had the strongest influence on the increased likelihood of school psychologists measuring and evaluating treatment integrity in both a one-on-one consultation with teachers and/or parents and within a school-based problem-solving team. Specific trainings on treatment integrity were more significant than years of experience, national certification credentials, or degree earned. When asked about barriers school psychologists experience, lack of time was reported to be the number-one barrier. Lastly, when asked what would make school psychologists more successful in measuring and evaluating treatment integrity, more training and more support from individuals involved were most reported. Based on these results, various recommendations were made on how to increase the measurement and evaluation of treatment integrity on school-based interventions.
Skolnik, Samantha, "School Psychologists’ Integrity of Treatment Integrity" (2016). PCOM Psychology Dissertations. 397.