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It explains why school-based interventions often occur at low fidelity despite known benefits, outlining common barriers including poor fit with classroom routines, limited implementer preparation or confidence, and resource constraints. The report then presents universal implementation supports in an MTSS framework, emphasizing implementation planning and direct training to improve delivery quality and student outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-based-practice-part-3-providing-support-for-intervention-implementation/599462/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-based-practice-part-3-providing-support-for-intervention-implementation/599462.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is intervention fidelity emphasized in this series?","Question",{"text":112,"@type":113},"Interventions must be delivered as planned to reliably achieve desired student outcomes. Low fidelity can limit accurate interpretation of student data and weaken results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are common barriers that reduce intervention fidelity?",{"text":117,"@type":113},"Barriers include poor fit with classroom routines or instructional flow, insufficient implementer preparation and skills, and resource constraints that prevent access to required materials.",{"name":119,"@type":110,"acceptedAnswer":120},"What universal implementation supports can school psychologists provide?",{"text":121,"@type":113},"School psychologists can use low-intensity, evidence-based supports such as implementation planning, direct training, and using intervention manuals or scripts within an MTSS consultation structure.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599462,1792903610,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","R E S E A R C H-B A S E D P R A C T I C E  \nProviding Support for Intervention Implementation  \nPart 3 of 3  \nBY ALEXANDRA M. PIERCE, MELISSA A. COLLIER-MEEK, LANAE DRACHSLIN, & LISA M. H. SANETTI  \nThis final installment of a three-part series on intervention fidelity highlights the importance of ensuring classroom supports are implemented as intended, explores common barriers to high-quality implementation, and highlights how implementer support can improve student outcomes.  \nALL INTERVENTIONS—whether academic, behavioral, or social–emotional—should be consistently delivered as planned to realize desired student outcomes. In other words, they should be delivered with fidelity. Although school psychologists may understand the benefit of high levels of intervention fidelity, in practice, school-based interventions are often implemented at low levels (Cochrane et al., 2019; CollierMeek, Sanetti, Levin, et al., 2019). School psychologists can address this concern by monitoring fidelity and providing support for intervention implementation. In the previous two installments of this series, we defined intervention fidelity (CollierMeek et al., 2024) and highlighted the importance of obtaining sufficient levels of fidelity to accurately interpret student data and improve outcomes (Pierce et al., 2024). We provided guidance for measuring intervention fidelity, emphasizing amultimethod approach that accounts for the key intervention components. In this final installment, we identify common reasons that interventions are not implemented with fidelity and share implementation supports that can be provided by school psychologists.  \nBarriers to Fidelity  \nThere are many reasons an implementer might struggle to consistently deliver an intervention or need support (CollierMeek, Sanetti, & Boyle, 2019) . In some cases, an intervention fails to fit within existing classroom environment, established routines, curricular demands, or preferred instructional methods. For example, if the steps of an intervention take too much time or disrupt the flow of lessons, teachers may be less likely to use them.  \nIn other cases, inadequate intervention fidelity could be related to an implement-  \ner’s preparation for or skill in delivering the intervention. For example, teachers may not fully understand steps of the intervention or lack confidence in their ability to execute them.  \nFinally, resource constraints can impact fidelity if an intervention requires specific materials or resources that are not readily available. For instance, a math intervention that involves the use of specific manipulatives may not be feasible without such materials.  \nTo address these and other barriers, school psychologists can apply their consultation skills to provide universal and targeted implementation supports. Researchers have conceptualized intervention implementation supports in amultitiered systems of support (MTSS) framework (Sanetti & Collier-Meek, 2019), given that educators present with different levels and types of need.  \nUniversal Intervention Implementation Supports  \nSome support strategies are beneficial to all implementers when an intervention is introduced. These strategies can be integrated into consultation or MTSS team meetings. Implementation planning, direct training, and intervention manuals or scripts are three low-intensity, evidencebased supports.  \nImplementation Planning  \nIn implementation planning, the school psychologist and teacher collaborate to (a) identify the logistics of an intervention and adapt it to suit the classroom context (i.e., action planning), and (b) identify potential implementation barriers and generate solutions to address them (i.e., coping planning) . Coupling implementation planning with direct training is associated  \nwith improved intervention delivery and student outcomes (Sanetti et al., 2015) and has been endorsed by teachers as a socially valid method of supporting intervention fidelity.  \nConsider Jordan, a t","cbCais9KGdaEoTTZ","https://ap.wps.com/l/cbCais9KGdaEoTTZ","pdf",162376,"English","# Barriers to Fidelity\n# Universal Intervention Implementation Supports\n## Implementation Planning\n## Direct Training","[{\"question\":\"Why is intervention fidelity emphasized in this series?\",\"answer\":\"Interventions must be delivered as planned to reliably achieve desired student outcomes. Low fidelity can limit accurate interpretation of student data and weaken results.\"},{\"question\":\"What are common barriers that reduce intervention fidelity?\",\"answer\":\"Barriers include poor fit with classroom routines or instructional flow, insufficient implementer preparation and skills, and resource constraints that prevent access to required materials.\"},{\"question\":\"What universal implementation supports can school psychologists provide?\",\"answer\":\"School psychologists can use low-intensity, evidence-based supports such as implementation planning, direct training, and using intervention manuals or scripts within an MTSS consultation structure.\"}]","Research-Based Practice - Part 3 - Providing Support for Intervention Implementation | PDF",1792088815]