Treatment Integrity Measure for Early Childhood Classrooms (TIMECS Project)
MPIs: Bryce D. McLeod, Ph.D. & Kevin Sutherland, Ph.D.
Funding: : Institute of Education Sciences (Goal 5 R305A140487, 2014-2019)
In collaboration with Dr. Kevin Sutherland (School of Education, VCU), we ran a four-year IES-funded project designed to develop observational and teacher-report measures to assess treatment integrity of teacher-delivered interventions for preschool children at risk for emotional and behavioral disorders. We developed and then used the measures in preschool classrooms throughout the greater Richmond area.
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J. L., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health, 14(1), 20-34. https://doi.org/10.1007/s12310-021-09437-7
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Development and initial psychometrics of a generic treatment integrity measure designed to assess practice elements of evidence-based interventions for early childhood settings. Prevention Science, 23, 488-501. https://doi.org/10.1007/s11121-021-01304-w
McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204-213. https://doi.org/10.1007/s11121-016-0703-y