Implementation Research and Practice, Volume 5, Issue , January-December 2024.
IntroductionDue to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community-engaged, iterative process to adapt the observational Treatment Integrity for Elementary Settings (TIES-O) to a teacher self-report version designed to assess the use of practices to support children’s social-emotional competencies in elementary classrooms.MethodCognitive walkthrough interviews were conducted with teachers to improve the usability of the teacher self-report measure, called the Treatment Integrity for Elementary Schools–Teacher Report (TIES-T). Qualitative content analysis was used to extract themes from the interviews and inform changes to the measure.ResultsIncreasing clarity and interactive elements in the measure training were the dominant themes, but suggestions for the measure format and jargon were also suggested.ConclusionThe suggested changes resulted in a brief measure, training, and feedback system designed to support the teacher’s use of practices to support children’s social-emotional competencies in elementary classrooms. Future research with the TIES-T will examine the score reliability and validity of the measure.Plain Language SummaryCollecting observational data in schools is challenging, so developing teacher self-report measures and involving teachers in the design process is important to help make them easier to use. This paper reports on the development of a teacher self-report measure designed to collect information about the instructional practices teachers deliver to promote positive student behavior.