While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years to assess teacher delivery of an indicated program targeting reductions in problem behavior in early childhood and elementary school classrooms. Specifically, this paper will highlight the importance of active use of conceptual models to guide treatment integrity measure development, multidimensional assessment of treatment integrity and training procedures for observers, using several studies to illustrate the evolution and refinement of our measurement approach. Recommendations for researchers developing and evaluating interventions in schools are provided, as are recommendations to help the field move toward a more rigorous science of treatment integrity.

尽管对治疗完整性的衡量对于确定在学校中进行干预的数量和效果很重要，但在教育研究中，对治疗完整性的科学尚不完善。本文的目的是描述一项研究计划，该研究计划在过去10年中制定了治疗完整性措施，以评估针对减少幼儿和小学教室中的问题行为的指示性计划的教师交付情况。具体而言，本文将通过使用多项研究来说明我们的测量方法的发展和完善，来强调积极使用概念模型来指导治疗完整性度量开发，对治疗完整性进行多维评估以及为观察者提供培训程序的重要性。