@article{begeny_easton_upright_tunstall_ehrenbock_2014, title={THE RELIABILITY AND USER-FEASIBILITY OF MATERIALS AND PROCEDURES FOR MONITORING THE IMPLEMENTATION INTEGRITY OF A READING INTERVENTION}, volume={51}, ISSN={["1520-6807"]}, DOI={10.1002/pits.21763}, abstractNote={Within the realm of school-based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to monitoring integrity is a lack of procedural guidance, and currently there is little research that has examined the psychometric reliability of monitoring procedures and materials. Therefore, the purpose of this two-part study was to examine (a) the extent to which relatively novice educators could self-learn and successfully use an implementation integrity monitoring system designed to evaluate a structured reading intervention program, and (b) the inter-observer reliability of two individuals using the system to evaluate the same interventionist. Overall findings suggested that it is feasible for most individuals to learn the implementation integrity monitoring system (and associated materials) and the system can be used reliably across multiple observers. Implications of these findings are discussed, including how the procedures and materials might be adapted for other intervention programs to assist researchers and practitioners with monitoring implementation integrity.}, number={5}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Begeny, John C. and Easton, Julia E. and Upright, James J. and Tunstall, Kali R. and Ehrenbock, Cassia A.}, year={2014}, month={May}, pages={517–533} }
 @article{easton_erchul_2011, title={An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods}, volume={21}, ISSN={["1532-768X"]}, DOI={10.1080/10474412.2011.544949}, abstractNote={To date, treatment plan implementation (TPI) monitoring and feedback methods have increased teacher TPI levels in single-subject designs and a randomized field trial. However, when innovative procedures such as these require significant changes in teachers' daily practice, acceptability becomes an important variable, and the extent to which teachers view various TPI monitoring and feedback methods as acceptable is unknown. The purposes of this exploratory research thus were to document teachers' acceptability ratings of these methods, differences in acceptability ratings between teachers having differential characteristics, and other TPI support methods that teachers identify. Respondents completed a survey that assesses acceptability of monitoring and feedback methods, gathers information on demographics, and provides an opportunity to supply other potential methods of TPI support. Results indicated significant differences between acceptability ratings regarding the personnel involved, frequency, communication format, and procedures of TPI monitoring and feedback methods. Special education teachers rated TPI monitoring methods more acceptable than did regular education teachers. Finally, respondents identified a variety of other potentially helpful TPI support methods.}, number={1}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Easton, Julia E. and Erchul, William P.}, year={2011}, pages={56–77} }
 @article{schulte_easton_parker_2009, title={Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity}, volume={38}, number={4}, journal={School Psychology Review}, author={Schulte, A. C. and Easton, J. E. and Parker, J.}, year={2009}, pages={460–475} }