Planning Realistic Intervention Implementation and Maintenance by Educators (PRIME)
Over the past decade the field of education has made significant progress related to developing assessment-driven intervention plans and identifying evidence-based interventions. However, for these interventions to produce a change in a target behavior, they must be implemented as planned.
Among the factors that influence the efficacy of school-based interventions, treatment integrity is the most fundamental. Treatment integrity is simply the extent to which an intervention is implemented as planned. Unfortunately, a vast majority of teachers demonstrate unacceptably low treatment integrity levels within 1-10 days of intervention training. To date, only one post-implementation approach to promoting high levels of treatment integrity has been empirically supported.
This project will develop PRIME, a theoretically and empirically based pre-implementation intervention that will prevent teachers' level of treatment integrity from declining.
Project PRIME is informed by the Health Action Process Approach, a theory of adult behavior change that has extensive empirical support across a wide variety of behaviors. It is well aligned with the conceptual models of treatment integrity in educational settings.
Based on this theory, PRIME includes four components:
(a) assessment of a teacher’s intention to implement an intervention,
(b) implementation of strategies to increase behavioral intention,
(c) completion of action planning (i.e., detailed logistical planning), and
(d) completion of coping planning (i.e., identification of barriers to intervention implementation and strategies to address such barriers).