Although it is common for researchers to assess implementation fidelity (IF) within the context of math intervention, IF assessments are often restricted to intervention adherence. Further, the degree to which IF influences observed outcomes is commonly ignored. The current study examined the relationship between three aspects of IF and the math performance of 1,340 grade 4 through 8 students who participated in an evidence-based math intervention. A series of multilevel regression models were fit to the data, including a final model with an indicator of intervention adherence, intervention delivery quality, and intervention engagement. A significant and positive association was observed between students' math performance and intervention engagement; however, a similar relationship was not observed when examining the impact of adherence and the quality of intervention delivery on students' math performance. Results are discussed in the context of implementation research for educational interventions. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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数学干预的实施保真度：基本质量评级，以补充遵守情况。

尽管研究人员通常在数学干预的情况下评估实施保真度（IF），但IF评估通常仅限于干预依从性。此外，IF影响观察到的结果的程度通常被忽略。本研究检查了IF的三个方面与参加循证数学干预的1至3年级4至8年级学生的数学成绩之间的关系。一系列多级回归模型适合数据，包括最终模型，该模型具有干预依从性，干预交付质量和干预参与度的指标。在学生的数学表现和干预参与之间观察到显着且积极的联系；然而，在检查依从性和干预措施的质量对学生数学成绩的影响时，未观察到类似的关系。在教育干预措施实施研究的背景下讨论了结果。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。