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As the use of guided digitally-delivered cognitive-behavioral therapy (GdCBT) grows, pragmatic analytic tools are needed to evaluate coaches’ implementation fidelity.
Aims
We evaluated how natural language processing (NLP) and machine learning (ML) methods might automate the monitoring of coaches’ implementation fidelity to GdCBT delivered as part of a randomized controlled trial.
Method
Coaches served as guides to 6-month GdCBT with 3,381 assigned users with or at risk for anxiety, depression, or eating disorders. CBT-trained and supervised human coders used a rubric to rate the implementation fidelity of 13,529 coach-to-user messages. NLP methods abstracted data from text-based coach-to-user messages, and 11 ML models predicting coach implementation fidelity were evaluated.
Results
Inter-rater agreement by human coders was excellent (intra-class correlation coefficient = .980–.992). Coaches achieved behavioral targets at the start of the GdCBT and maintained strong fidelity throughout most subsequent messages. Coaches also avoided prohibited actions (e.g. reinforcing users’ avoidance). Sentiment analyses generally indicated a higher frequency of coach-delivered positive than negative sentiment words and predicted coach implementation fidelity with acceptable performance metrics (e.g. area under the receiver operating characteristic curve [AUC] = 74.48%). The final best-performing ML algorithms that included a more comprehensive set of NLP features performed well (e.g. AUC = 76.06%).
Conclusions
NLP and ML tools could help clinical supervisors automate monitoring of coaches’ implementation fidelity to GdCBT. These tools could maximize allocation of scarce resources by reducing the personnel time needed to measure fidelity, potentially freeing up more time for high-quality clinical care.
This chapter examines six externally developed ‘Instructional Improvement Programmes’ in the United States which have been subjects of a sustained programme of intervention studies. All six programmes sought to change instructional practice in both English Language Arts and mathematics and were adopted by schools both as a result of government incentives and normal ‘market’ processes. All six were externally evaluated by carefully measuring patterns of instructional practice and student achievement in order to assess the extent to which the programmes succeeded in changing teaching and improving student learning. Some programmes changed teaching and improved student learning, some changed teaching but did not improve student learning and some programmes did not change teaching or improve student learning. One proposition drawn from these evaluations is that successful external programmes of instructional improvement have well-specified designs for instruction and provide strong pressures and supports to encourage faithful implementation of these instructional designs in classrooms.
from
Part V
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Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
This chapter describes two related prevention interventions aimed at middle school youth that focus on an important developmental context: out-of-school or leisure time. It discusses the importance of leisure to academic success and healthy adolescent development. The chapter also defines leisure education, and describes two school-based leisure education programs. Leisure is considered to be one of the more 'free' contexts in a person's life and contains a number of health-promoting characteristics. There are two major ways leisure can contribute to educational attainment: by influencing academic achievement at school and through informal learning that occurs outside the traditional classroom. It is important to pursue cultural issues regarding leisure and leisure education for different groups. The chapter discusses the issue of implementation fidelity related to leisure education programs. It highlights that any school-based program that is out of the ordinary should be given careful attention with regard to support of teachers.
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