Intervention fidelity and behavior change in FACET classrooms
The final analyses examined the association between fidelity with which the FACET
intervention was implemented, based on an evaluation and coding of the FACET
Record Form for individual children, and gains within each behavior category. The
correlation coefficients presented in Table 7, although below the predicted magnitude of .70 for some correlations, reveal moderately strong associations between the extent to
which FACET teams implemented the program as planned and the improvement
children made from baseline to post-intervention (rs=.47–.77). Also noteworthy are the
correlations between grade level and both intervention fidelity and behavior gains.
There were moderate correlations between grade level and gains in Social Cooperation
(r =.40) and Engagement and Learning Behavior (r =.39). Higher gains were
achieved in the occurrence of positive behaviors among children in lower grades. Not
surprising, the correlation between intervention fidelity and grade level was also
moderately strong (r =.46), with higher fidelity in implementing FACET associated
with young children. Although strong for both subgroups, fidelity ratings were higher
for FOC children (mn=38.23, or 76% of total points; SD=5.99) than for GEN children
(mn=30.00, or 60% of total points; SD=8.27), t (45)=2.88, p b.05.
Intervention fidelity and behavior change in FACET classrooms
The final analyses examined the association between fidelity with which the FACET
intervention was implemented, based on an evaluation and coding of the FACET
Record Form for individual children, and gains within each behavior category. The
correlation coefficients presented in Table 7, although below the predicted magnitude of .70 for some correlations, reveal moderately strong associations between the extent to
which FACET teams implemented the program as planned and the improvement
children made from baseline to post-intervention (rs=.47–.77). Also noteworthy are the
correlations between grade level and both intervention fidelity and behavior gains.
There were moderate correlations between grade level and gains in Social Cooperation
(r =.40) and Engagement and Learning Behavior (r =.39). Higher gains were
achieved in the occurrence of positive behaviors among children in lower grades. Not
surprising, the correlation between intervention fidelity and grade level was also
moderately strong (r =.46), with higher fidelity in implementing FACET associated
with young children. Although strong for both subgroups, fidelity ratings were higher
for FOC children (mn=38.23, or 76% of total points; SD=5.99) than for GEN children
(mn=30.00, or 60% of total points; SD=8.27), t (45)=2.88, p b.05.
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