Social, emotional, and behavioral interventions are often complicated to implement in school settings. Empirical and practical evidence suggests that educators need support to implement interventions with treatment integrity or as intended. Treatment integrity is comprised of multiple dimensions that capture quantity of the intervention delivered, quality of that delivery, and implementers’ engagement with the intervention procedures. Whereas research in this area often focuses on the integrity with which interventions are delivered to students, treatment integrity can be measured and assessed across the intervention implementation process from training implementers to use an intervention to the actual use of an intervention. In fact, engagement in early intervention implementation processes may be critical for the immediate and sustained success of an intervention, particularly engagement during professional development or trainings designed to teach the skills associated with an intervention. One evidence-based intervention that includes structured training in intervention procedures (e.g., effective classroom management) is the Incredible Years Teacher Classroom Management (IY TCM) program. The purpose of this study was to examine teachers’ engagement in IY TCM training sessions, their sustained intervention implementation, and student behavior over time. Using a sample of 44 teachers implementing IY TCM, we found that teachers’ sustained implementation of intervention skills and students’ disruptive behavior in the classroom differed based on how engaged they reportedly were in the intervention trainings. The findings underscore the importance of assessing and promoting engagement in training sessions.

在学校环境中实施社会、情感和行为干预通常很复杂。经验和实践证据表明，教育工作者需要支持以实施具有治疗完整性或预期的干预措施。治疗完整性由多个维度组成，这些维度包括实施干预的数量、实施的质量以及实施者对干预程序的参与。尽管该领域的研究通常侧重于向学生提供干预措施的完整性，但可以在从培训实施者到使用干预措施到实际使用干预措施的整个干预实施过程中衡量和评估治疗的完整性。实际上，参与早期干预实施过程对于干预的直接和持续成功可能至关重要，尤其是在专业发展或旨在教授与干预相关技能的培训期间的参与。一种循证干预包括干预程序的结构化培训（例如，有效的课堂管理）是不可思议的岁月教师课堂管理（IY TCM）计划。本研究的目的是检查教师在国际中医药培训课程中的参与、他们持续的干预实施以及学生随时间推移的行为。以 44 名实施 IY TCM 的教师为样本，我们发现，教师对干预技能的持续实施和学生在课堂上的破坏性行为因他们所报告的干预培训的参与程度而异。调查结果强调了评估和促进参与培训课程的重要性。