Lisa Sanetti

Lisa Sanetti, Ph.D.

lisa.sanetti@uconn.edu

Research Scientist, Center for Behavioral Education and Research (CBER). Assistant Professor
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PROJECTS

Project PRIME: Planning Realistic Intervention Implementation and Maintenance for Educators

  • Description:

    The intent of this study is to develop a theoretically and empirically based system of supports that will prevent teachers’ level of treatment integrity from declining.

  • Research Question:
    1. Can functional relationships be demonstrated between PRIME components and initial and maintained treatment integrity? 2. Does self-administered or assisted action and coping planning result in high levels of initial and maintained treatment integrity? 3. How does implementation of PRIME affect student behavior outcomes? 4. What approximate “dose” of intervention (i.e., number, duration, frequency of intervention sessions) is required to achieve a visible change in level and stability of data measuring behavioral intentions and treatment integrity?
  • Design:
    A series of single-case-design intervention studies. Participants include teachers and students in Connecticut schools.
  • Project Liason:
    Lisa M. H. Sanetti, Ph.D.
  • Co-Project Liason:
    Thomas Kratochwill, Ph.D.
  • Sponsor:
    Institute of Education Sciences, US Department of Education
  • Website:
    www.primeimplementation.com

Review of Treatment Integrity Data in the School Psychology Literature: 1995-2007

  • Description:

    This study aims to provide intervention services to students is a primary responsibility of school psychologists. The increased demands for high levels of accountability within the field of education (e.g., No Child Left Behind Act of 2002, Individuals with Disabilities Act of 2004) have resulted in an increased focus on evidence-based practice (EBP). A primary tenant of EBP is that educators, including school psychologists, implement interventions that have strong empirical support. Researchers use a variety of rigorous experimental designs to demonstrate the effect of an intervention (i.e., independent variable) on student outcomes (i.e., dependent variable). To draw valid conclusions regarding such an effect, it is essential to assess both the outcomes of an intervention and treatment integrity, or the extent to which the intervention was implemented. Reviews of the treatment outcome literature across multiple areas (e.g., behavior analysis, learning disabilities, prevention programming) suggest that researchers often fail to report treatment integrity data. To date, the school psychology literature has not been reviewed. This will be done in this study.

  • Research Question:
    What can be derived from coding the treatment integrity data reported in all school- and home-based experimental intervention articles, conducted with individuals up to 18 years, published in six prominent school psychology journals (i.e., School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, School Psychology International) between 1995 and 2007?
  • Design:
    Literature Review
  • Project Liason:
    Lisa M. H. Sanetti, Ph.D.
  • Sponsor:
    University of Connecticut Faculty Small Grant Competition

Accuracy of teacher self-report as a treatment integrity assessment for behavioral interventions: A comparison of daily and weekly self-recording and self-reporting

  • Description:

    This study acknowledges there is growing evidence in the professional literature that (a) few researchers assess treatment integrity, (b) few practitioners assess treatment integrity, and (c) many teachers implement classroom-based interventions with a low level of integrity. Teacher self-report has been proposed as a viable alternative to more time intensive assessment methods (e.g., direct observation) and limited available data suggest that teachers are more accurate when they report treatment integrity daily as opposed to weekly. This informs the study's research question and design.

  • Research Question:
    This study encompasses several questions: (1) Will teacher daily verbal self-report be more accurate than weekly verbal self-report for assessing the treatment integrity with which elementary school teachers implement a daily report card intervention? (2) Will teacher daily self-recording be more accurate than weekly self-recording for assessing the treatment integrity with which elementary school teachers implement a daily report card intervention? (3) Will teacher daily self-recording be more accurate than daily verbal self-report for assessing the treatment integrity with which elementary school teachers implement a daily report card intervention? (4) Will teacher weekly self-recording be more accurate than weekly verbal self-report for assessing the treatment integrity with which elementary school teachers implement a daily report card intervention?
  • Design:
    A self-monitoring intervention is developed for students who demonstrate challenging behaviors. Approximately 30 teachers from local elementary schools will participate in either the self-recording or self-reporting condition on a daily or weekly basis to measure treatment integrity of the intervention implemented.
  • Project Liason:
    Lisa M. H. Sanetti, Ph.D.
  • Sponsor:
    University of Connecticut Faculty Large Grant Competition

Presentations

Promotion of Treatment Integrity of School-based Interventions: Applications in Class-wide Behavioral Interventions

Presented by:
Lisa M. H. Sanetti, Ph.D., Lindsay Fallon, M.A.
2010-11-05
Presentation for:
New England Positive Behavioral Interventions and Supports Conference Norwood, MA
Download the Presentation

Applying adult behavior change theory to increase teachers’ treatment integrity

Presented by:
Lisa M. H. Sanetti, Ph.D.
2010-03-04
Presentation for:
NASP Conference Chicago, IL

Analysis of treatment integrity in school-based prevention programming: Contextual considerations and the good behavior game.

Presented by:
Lisa Sanetti, Katie Gritter, Lisa Dobey
2009-08-09
Presentation for:
APA Convention Toronto, Canada

Review of treatment integrity data in the school psychology intervention outcome research

Presented by:
Lisa Sanetti, Thomas Kratochwill
2009-08-07
Presentation for:
APA Convention Toronto, Canada

Assessing and Promoting High Levels of Treatment Integrity of School-based Interventions

Presented by:
Lisa Sanetti
2011-10-06
Presentation for:
New England Positive Behavior Support Conference Norwood, MA
Download the Presentation

Applying a theory of adult behavior change to treatment integrity.

Presented by:
Lisa Sanetti, Anna Long
2012-02-23
Presentation for:
National Association of School Psychologists Philadelphia, PA
Download the Presentation

Video self-modeling: Procedures and technology.

Presented by:
Lisa Sanetti, Austin Johnson
2012-02-22
Presentation for:
National Association of School Psychologists Philadelphia, PA
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Validating the implementation intention and sustainability self-efficacy assessments.

Presented by:
Lisa Sanetti, Anna Long
2012-02-23
Presentation for:
National Association of School Psychologists Philadelphia, PA
Download the Presentation

Evaluation of a school-based health promotion intervention for adolescents.

Presented by:
Lisa Sanetti, Scott McCarthy
2012-02-23
Presentation for:
National Association of School Psychologists Philadelphia, PA
Download the Presentation

Treatment integrity assessment evaluation and promotion: Suggestions for school psychologists.

Presented by:
Lisa Sanetti, Melissa Collier-Meek
2012-02-23
Presentation for:
National Association of School Psychologists Philadelphia, PA
Download the Presentation

Conjoint behavioral consultation: A review of treatment integrity.

Presented by:
Melissa Collier-Meek, Lisa Sanetti
2012-02-23
Presentation for:
National Association of School Psychologists Annual Convention Philadelphia, PA
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Implementation of Treatment Integrity Assessment and Performance Feedback by a Special Educator

Presented by:
Lisa Sanetti, Melissa Collier-Meek and Lindsay Fallon
2012-04-12
Presentation for:
Council for Exceptional Children Denver, CO
Download the Presentation

The effect of performance feedback on treatment integrity: A systematic review

Presented by:
Lisa Sanetti, Lindsay Fallon, Melissa Collier-Meek, Daniel Maggin
2012-04-13
Presentation for:
Council for Exceptional Children Denver, CO
Download the Presentation

Assessing and Ensuring Implementation of School-based Interventions

Presented by:
Lisa Sanetti
2012-04-13
Presentation for:
Council for Exceptional Children Denver, CO
Download the Presentation

Journal & Articles

Treatment Integrity of Interventions With Children in the Journal of Positive Behavior Interventions From 1999 to 2009

  • Sanetti, Lisa M.H.; Dobey, Lisa M. and Gritter, Katie L.
  • Journal of Positive Behavior Interventions

  • (2012) Volume 14(1),p-29-46

Extending DBR use beyond student assessment: Applications to treatment integrity assessment within a multi-tier model of school-based intervention delivery

  • Sanetti, L.M.H., Chafouleas, S.M., Christ, T.J., & Gritter, K.L.
  • Assessment for Effective Intervention

  • (2009) Volume 34,p-251-258

Reducing the prevalence of anxiety in children and adolescents: An evaluation of the evidence base for the friends for life program

  • Briesch, A., Sanetti, L.M.H., & Briesch, J.
  • School Mental Health

  • (2010) Volume 2,p-155-165

Treatment integrity assessment: How estimates of adherence, quality, and exposure influence interpretation of implementation

  • Sanetti, L.M.H., & Fallon, L.M.
  • Journal of Educational and Psychological Consultation

  • (2011) Volume 21,p-209-232

An evaluation of the treatment integrity planning protocol and two schedules of treatment integrity Self-Report: Impact on implementation and report accuracy

  • Sanetti, L.M.H., & Kratochwill, T.R.
  • Journal of Educational and Psychological Consultation

  • (In Press)

Treatment integrity of interventions with children in the positive behavior support literature from 1995 to 2009

  • Sanetti, L.M.H., Dobey, L., & Gritter, K.L.
  • Journal of Positive Behavior Interventions

  • (In Press)

Incorporating direct behavior rating in an intervention package involving self-monitoring and group contingency to improve behavior of middle school students

  • Chafouleas, S.M., Sanetti, L.M.H., Jaffrey, R., & Fallon, L.
  • Journal of Behavioral Education

  • (In Press)

Treatment Integrity assessment and intervention by school-based personnel: Practical applications based on a preliminary study

  • Sanetti, L.M.H., Fallon, L.M., Collier-Meek, M.
  • School Psychology Forum

  • (In Press)

Books Chapters

Evidence based interventions: Resources and guidance for educators. In A. Canter, L. Page, & S. Shaw (Eds.)

  • Sanetti, L.M.H., & Gritter, K.L.
  • National Association of School Psychologists - Bethesda, MD

Positive behavioral supports. In M. Bray & T. Kehle (Eds.)

  • Sanetti, L.M.H., & Simonsen, B.
  • Pages:647-665
  • Oxford University Press - New York, NY
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