In intervention studies, high rates of implementation fidelity are important markers of a study’s success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1–5). We examined implementation fidelity following recommendations made by Dane and Schneider; O’Donnell; and DeFouw et al. to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories, and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed.

在干预研究中，高执行保真度是研究成功的重要标志；然而，执行保真度的定义既复杂又动态。在此综合中，我们检查了 99 项研究中测量和报告的实施保真度的维度，在这些研究中，研究人员对小学生（即 1-5 年级）进行了数学干预。我们根据 Dane 和 Schneider 提出的建议检查了实施保真度；奥唐奈；和 DeFouw 等人。捕捉数学干预研究中收集和报告的实施保真度数据的综合表现。我们将实施保真度的概念化分为四个总体类别，以及这些类别中的九个维度：干预设计（即变革和物流理论）、实施者的忠诚度（即依从性、交付质量、剂量和实施者知识或经验), 学生参与, 和治疗分析（即治疗差异化和执行保真度分析）。总体而言，研究结果表明许多作者团队报告了依从性数据和剂量数据，但报告交付质量数据、学生参与数据或治疗差异化数据的研究明显较少。此外，与变革理论相比，作者团队更有可能报告至少一种后勤形式，例如实施者支持。讨论了对研究和实践的影响。与变革理论相比，作者团队更有可能报告至少一种后勤形式，例如实施者支持。讨论了对研究和实践的影响。与变革理论相比，作者团队更有可能报告至少一种后勤形式，例如实施者支持。讨论了对研究和实践的影响。