國中語文精進教材處遇精準度研究

Treatment Fidelity in the “Literacy First Program for Secondary Schools”

處遇精準度是運用方法學專業，監控介入執行歷程的準確性及一致性，用以確保整體介入執行歷程乃依原研究設計而成，它是達成「實證本位實務」、執行「介入反應」歷程的關鍵。研究者若未能檢證處遇精準度資料，則難以宣稱介入結果的正當性；實務工作者若未能檢視處遇精準度資料，則容易因介入執行歷程的不正確或不適當，致使有效介入難以產生如期效果，而最終放棄有效介入的執行。為了檢視「國中語文精進教材」於實際教學情境是否合乎原來「實證本位實務」研究設計，探討處遇精準度便有其必要性。本研究透過處遇精準度「接觸程度」、「忠實程度」、「傳遞品質」、「方案區分度」、「參與者反應」等構念面向，探討「國中語文精進教材」依研究設計執行之準確性與一致性程度。本研究以12所國中擔任國中低成就學生國文補救教學之教師和學生為研究對象，以觀察者一致性、評量者信度、內容效度與效標關聯效度，檢核處遇精準度各面向評量信、效度，並以百分比、描述統計、相關分析等統計方式分析處遇精準度各面向內涵。研究發現如下：一、不同處遇精準度構念面向，反映出不同執行精準程度；時間掌控、依學生反應調整是教師未能依研究設計執行介入步驟主因；組字策略、學生類化學習與合作學習策略是教師顯著未達執行標準的項目。二、「接觸程度」、「忠實程度」（教師執行「能力」）與介入結果具中度正相關；「接觸程度」、「忠實程度」（教師執行「能力」）、與「傳遞品質」（督導評估教師「涉入程度」）是檢驗本教材介入研究效度之重要憑藉。三、處遇精準度各面向間僅「忠實程度」（能力）與「傳遞品質」（涉入程度）存在顯著負相關；推測教師執行「意向」（涉入程度）和「行動」（能力）間可能存在不一致的心理反應。相關研究建議亦陳述於文末。

Purpose: Treatment fidelity refers to the methodological strategies used to monitor and enhance the reliability and validity of interventions， and is defined as the degree to which a treatment is implemented as planned; it plays a crucial role in evidence-based practices (EBP) and response to intervention (RTI) approaches. If researchers fail to document treatment fidelity， they cannot legitimately claim that a particular intervention was responsible for observed changes in participants’ behaviors. Moreover， if practitioners cannot collect objective data on treatment implementation， they may abandon effective interventions that are poorly or inconsistently implemented and consequently appear ineffective. For decades， a consensus has developed regarding the need for educational practitioners and researchers to address treatment fidelity concerns. Hence， this study explored the treatment fidelity of the “Literacy First Program for Secondary Schools” (LFPSS) that was designed with components of EBP and RTI. Method: The LFPSS was implemented to remediate low-achieving Chinese students in 12 junior high schools. The level of exposure， adherence， quality of delivery， differentiation of program， and responsiveness of participants were the treatment fidelity aspects used to determine the reliability and validity of the program. The ratings from LFPSS instructional video， teachers’ self-ratings regarding instruction fidelity， records of regular supervision meetings， ratings of supervisors， program manuals， and serial teacher development of the program comprised the data collected and analyzed. All data was analyzed through percentage， descriptive statistical analysis， and Pearson's product-moment correlation. Reliability was indicated by the percentage of agreement between self-rated fidelity and rating observed from videos， whereas validity consisted of content and criterion validity. Results: The major findings were as follows: (a) Various constructs of fidelity were found with different levels of fidelity; in particular， time management and adaptive instruction with students’ responses were the primary items in which teachers failed to follow the standardized procedure. Orthographic strategy， facilitating students’ generalizations of learning， and cooperative learning were the items teachers failed to reach. (b) A moderate positive correlation was found between treatment fidelity and level of treatment outcome. (c) Level of exposure， adherence (competence)， and quality of delivery were critical to the successful implementation of LFPSS. (d) Inconsistency between the intentions and actions of teachers was noted; specifically， teachers’ engagement (i.e. quality of delivery)， as rated by their supervisors， was negatively correlated to the competence of teachers. Implications: According to the results of this study， we suggest that future intervention research should aim to demonstrate treatment fidelity through individual- and intervention-level aspects. Furthermore， researchers and practitioners could address the dependence of treatment fidelity on adherence (competence dimension)， which is important and relatively easy to document.