Toward feasible implementation support: E-mailed prompts to promote teachers' treatment integrity

Although high levels of intervention implementation are more likely to lead to improved student outcomes, educators struggle to maintain high implementation levels over time. School psychologists might provide research-supported, consequence-oriented supports (e.g., performance feedback) to promote educators' implementation, yet these are reactive and potentially time intensive. This study evaluated whether a proactive, antecedent-oriented support (i.e., daily, preprogrammed e-mailed prompts) could effectively promote educators' implementation. Findings indicate that for 3 of 4 teachers who participated in this multiple baseline single case design study, implementation of the class-wide behavior intervention improved upon receiving e-mailed prompts. In addition, increases in praise, decreases in corrective statements, and corresponding improvements in student outcomes were noted. This initial study suggests that prompts may be a feasible and effective Tier 1 implementation support that can be incorporated by school psychologists to support educators responsible for delivering interventions in the classroom. Additional implications for future research and school-based practice are discussed.