The purpose of the current study was to systematically review the literature investigating the use of Implementation Planning (IP) as a consultation method to improve teacher’s treatment integrity when implementing behavioral interventions. IP consultation is hypothesized to improve treatment implementation adherence as well as the quality of implementation related to the chosen behavior intervention(s). A secondary hypothesis of this review was that cooccurring student behavior would improve as teachers’ level of treatment integrity improved. An initial literature search produced 48 articles from which four studies met the inclusion criteria. Thus, all included studies were single case designs, used IP as a consultation strategy, and evaluated the implementation of behavioral interventions by K-12 teachers. Tarlow’s Baseline-corrected Tau (Tau-BC) and Pustejovsky’s Standardized Mean Difference (SMD) calculators were used to calculate effect sizes for A-B contrasts across all included studies. Effect size results across Tau and SMD data suggested moderate to large positive treatment effects for adherence, quality, and academically engaged behavior (AEB). These data suggested improved treatment integrity and desired student behaviors following intervention. Results for disruptive behavior (DB) were less promising despite the presence of primarily moderate to large effects. A review of these data indicated a great number of positive rather than negative effects, suggesting student disruptions often did not improve following intervention. Conclusions drawn from this study are limited due to sample size and variability; however, these preliminary results suggest that IP may be a promising strategy that should be further studied.
","abstract_html":"<p>The purpose of the current study was to systematically review the literature investigating the use of Implementation Planning (IP) as a consultation method to improve teacher’s treatment integrity when implementing behavioral interventions. IP consultation is hypothesized to improve treatment implementation adherence as well as the quality of implementation related to the chosen behavior intervention(s). A secondary hypothesis of this review was that cooccurring student behavior would improve as teachers’ level of treatment integrity improved. An initial literature search produced 48 articles from which four studies met the inclusion criteria. Thus, all included studies were single case designs, used IP as a consultation strategy, and evaluated the implementation of behavioral interventions by K-12 teachers. Tarlow’s Baseline-corrected Tau (Tau-BC) and Pustejovsky’s Standardized Mean Difference (SMD) calculators were used to calculate effect sizes for A-B contrasts across all included studies. Effect size results across Tau and SMD data suggested moderate to large positive treatment effects for adherence, quality, and academically engaged behavior (AEB). These data suggested improved treatment integrity and desired student behaviors following intervention. Results for disruptive behavior (DB) were less promising despite the presence of primarily moderate to large effects. A review of these data indicated a great number of positive rather than negative effects, suggesting student disruptions often did not improve following intervention. Conclusions drawn from this study are limited due to sample size and variability; however, these preliminary results suggest that IP may be a promising strategy that should be further studied.</p>","abstract_has_math":false,"creators":["Ben, Taylor"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Brad Dufrene","Joe Olmi","Crystal Taylor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05-01T07:00:00Z","date_published":"2023-05-01T07:00:00Z","updated_at":"2026-07-24T05:45:47Z","subjects":["Implementation Planning","School Consultation","Behavioral Consultation","Treatment Integrity","Intervention Adherence","Intervention Quality","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/982","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Dufrene","Joe Olmi","Crystal Taylor"]},{"key":"dc:creator","label":"Author","values":["Ben, Taylor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-01T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Implementation Planning","School Consultation","Behavioral Consultation","Treatment Integrity","Intervention Adherence","Intervention Quality","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/982"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the current study was to systematically review the literature investigating the use of Implementation Planning (IP) as a consultation method to improve teacher’s treatment integrity when implementing behavioral interventions. IP consultation is hypothesized to improve treatment implementation adherence as well as the quality of implementation related to the chosen behavior intervention(s). A secondary hypothesis of this review was that cooccurring student behavior would improve as teachers’ level of treatment integrity improved. An initial literature search produced 48 articles from which four studies met the inclusion criteria. Thus, all included studies were single case designs, used IP as a consultation strategy, and evaluated the implementation of behavioral interventions by K-12 teachers. Tarlow’s Baseline-corrected Tau (Tau-BC) and Pustejovsky’s Standardized Mean Difference (SMD) calculators were used to calculate effect sizes for A-B contrasts across all included studies. Effect size results across Tau and SMD data suggested moderate to large positive treatment effects for adherence, quality, and academically engaged behavior (AEB). These data suggested improved treatment integrity and desired student behaviors following intervention. Results for disruptive behavior (DB) were less promising despite the presence of primarily moderate to large effects. A review of these data indicated a great number of positive rather than negative effects, suggesting student disruptions often did not improve following intervention. Conclusions drawn from this study are limited due to sample size and variability; however, these preliminary results suggest that IP may be a promising strategy that should be further studied.
"]},{"key":"dc:title","label":"Title","values":["A META-ANALYSIS OF IMPLEMENTATION PLANNING: THE EFFECTS ON TEACHERS’ TREATMENT ADHERENCE AND QUALITY WHEN IMPLEMENTING BEHAVIORAL INTERVENTIONS"]}]}],"canonical_facts":{"dc:contributor":["Brad Dufrene","Joe Olmi","Crystal Taylor"],"dc:creator":["Ben, Taylor"],"dc:date.available":["2024-08-01T07:00:00Z"],"dc:description.abstract":["The purpose of the current study was to systematically review the literature investigating the use of Implementation Planning (IP) as a consultation method to improve teacher’s treatment integrity when implementing behavioral interventions. IP consultation is hypothesized to improve treatment implementation adherence as well as the quality of implementation related to the chosen behavior intervention(s). A secondary hypothesis of this review was that cooccurring student behavior would improve as teachers’ level of treatment integrity improved. An initial literature search produced 48 articles from which four studies met the inclusion criteria. Thus, all included studies were single case designs, used IP as a consultation strategy, and evaluated the implementation of behavioral interventions by K-12 teachers. Tarlow’s Baseline-corrected Tau (Tau-BC) and Pustejovsky’s Standardized Mean Difference (SMD) calculators were used to calculate effect sizes for A-B contrasts across all included studies. Effect size results across Tau and SMD data suggested moderate to large positive treatment effects for adherence, quality, and academically engaged behavior (AEB). These data suggested improved treatment integrity and desired student behaviors following intervention. Results for disruptive behavior (DB) were less promising despite the presence of primarily moderate to large effects. A review of these data indicated a great number of positive rather than negative effects, suggesting student disruptions often did not improve following intervention. Conclusions drawn from this study are limited due to sample size and variability; however, these preliminary results suggest that IP may be a promising strategy that should be further studied.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/982"],"dc:subject":["Implementation Planning","School Consultation","Behavioral Consultation","Treatment Integrity","Intervention Adherence","Intervention Quality","School Psychology"],"dc:title":["A META-ANALYSIS OF IMPLEMENTATION PLANNING: THE EFFECTS ON TEACHERS’ TREATMENT ADHERENCE AND QUALITY WHEN IMPLEMENTING BEHAVIORAL INTERVENTIONS"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:47Z"}