Abstract

The coronavirus (COVID-19) pandemic has led to many students receiving remote instruction. As educators support students’ learning and behavior from a distance, school psychologists can utilize their consultation skills to offer educators implementation support to ensure interventions implemented are maximally successful. Although the effectiveness of intervention implementation supports (such as direct training and performance feedback) has been well documented, most existing studies involved providing implementation support in person. The purpose of this study was to synthesize single-case research design studies that examined electronically delivered implementation supports (EDIS) to school personnel (e.g., teachers, paraeducators) to promote implementation fidelity. One hundred and seventy-four articles were screened and 12 studies were coded for characteristics of EDIS upon being determined to meet research design quality standards outlined by the What Works Clearinghouse. Results of the review indicated that, overall, studies identified were conducted with sufficient methodological rigor and effect sizes estimates indicated EDIS promoted high levels of intervention implementation. We translate these research findings to guide practitioners’ actions. Implications include EDIS being considered for interventions provided to students involved in distance learning, including those engaged in schooling at home due to COVID-19.

Impact Statement

This systematic review examined the effect of electronically delivered implementation support (EDIS) on educators’ implementation fidelity. Following rigorous screening and coding procedures, 12 studies containing 46 individual cases met research design standards outlined by the What Works Clearinghouse and were included in the synthesis. As a result of this review, the authors concluded that EDIS may be useful to school psychologists supporting educators from a distance to implement interventions with youth who may be engaged in schooling remotely.

摘要

冠状病毒 (COVID-19) 大流行导致许多学生接受远程教学。由于教育工作者从远处支持学生的学习和行为，学校心理学家可以利用他们的咨询技巧为教育工作者提供实施支持，以确保实施的干预措施取得最大成功。尽管干预实施支持（例如直接培训和绩效反馈）的有效性已得到充分证明，但大多数现有研究都涉及亲自提供实施支持。本研究的目的是综合单一案例研究设计研究，检查以电子方式向学校人员（例如，教师、辅助教育者）提供的实施支持 (EDIS)，以提高实施的保真度。在确定符合 What Works Clearinghouse 概述的研究设计质量标准后，筛选了 174 篇文章，并针对 EDIS 的特征对 12 项研究进行了编码。审查结果表明，总体而言，所确定的研究是在足够严格的方法学和效应量估计下进行的，表明 EDIS 促进了高水平的干预实施。我们将这些研究成果转化为指导从业者的行动。影响包括 EDIS 正在考虑为参与远程学习的学生提供干预措施，包括因 COVID-19 而在家上学的学生。确定的研究以足够的方法学严谨性进行，效应量估计表明 EDIS 促进了高水平的干预实施。我们将这些研究成果转化为指导从业者的行动。影响包括 EDIS 正在考虑为参与远程学习的学生提供干预措施，包括因 COVID-19 而在家上学的学生。确定的研究以足够的方法学严谨性进行，效应量估计表明 EDIS 促进了高水平的干预实施。我们将这些研究成果转化为指导从业者的行动。影响包括 EDIS 正在考虑为参与远程学习的学生提供干预措施，包括因 COVID-19 而在家上学的学生。

影响陈述

该系统评价检查了电子交付实施支持 (EDIS) 对教育工作者实施忠诚度的影响。经过严格的筛选和编码程序，包含 46 个个案的 12 项研究符合 What Works Clearinghouse 概述的研究设计标准，并被纳入综合报告。作为本次审查的结果，作者得出结论，EDIS 可能有助于学校心理学家远程支持教育工作者对可能远程上学的青年实施干预。