An Investigation of Concurrent Validity of Fidelity of Implementation Measures at Initial Years of Implementation

Abstract

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.