Project PRIME: Planning Realistic Intervention Implementation and Maintenance by Educators
Institute of Education Sciences-US Department of Education (R324A100051)
The intent of this study was to develop a theoretically and empirically based system of supports that would prevent teachers’ level of treatment integrity from declining.
PRIME materials were developed through a year-long process, including initial development, feedback from experts and stakeholders, and final development. From 2011-2013, these materials were evaluated using a series of single-case designs. The goal of these evaluations was to pilot, refine, study, and finalize PRIME assessment and intervention components such that they (a) appropriately assess teachers’ intentions and self-efficacy, (b) result in increased treatment integrity in the short- and long-term, (c) are implemented with a high level of treatment integrity, and (d) have a positive effect on student outcomes. In May 2013, the Institute for Education Sciences extended Project PRIME’s grant through the end of August 2014. This additional year provided an opportunity to analyze and disseminate the outcomes from completed studies, and conduct additional single-case studies leading to the further refinement of PRIME components.
Evaluation of a Planning Protocol on Teachers’ Implementation of a Classroom Management System in an Alternative School Setting: A Pilot Study
University of Connecticut Research Foundation
The intent of this study was to evaluate whether teacher-completed, computer-guided implementation planning would increase special education teachers’ implementation of evidence-based classroom management practices. Data collection concluded in June 2013 and the study’s results are still being analyzed.