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.

Publications:

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