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School psychologists implement interventions with students to change some aspect of behavior. Several school-based interventions have been shown effective. But determining the degree to which the interventions are implemented as intended—the degree of treatment integrity—remains a difficult challenge in school-based consultation.

For example, a student who shows no change in academic performance at the end of an intervention may be referred for special education services, when in fact the intervention was poorly implemented.

The few treatment integrity measures that exist are treatment-specific and no one method for assessing treatment integrity is widely accepted. So researchers Lisa Sanetti and Thomas Kratochwill have developed a Treatment Integrity Planning Protocol (TIPP), a comprehensive process that can be adapted to any school-based intervention.

The TIPP integrates theory and research results, thus representing current "best practices" for treatment integrity assessment in an applied setting. Sanetti and Kratochwill are working with first-, second-, and third-grade teachers who request assistance with a student due to the student's academic performance problems in math.

For more information, see http://www.wcer.wisc.edu/projects/projects.php?project_num=2243&subnum=0&catID=13.