Exploring the Factors Contributing to Fidelity in Literacy Interventions Data

Abstract

Precision teaching is an evidence-based intervention designed to support learners to reach fluency in a target skill. While precision teaching has been shown to be effective in supporting the development of a range of core academic skills there is evidence to suggest that it is often delivered without intervention fidelity. The current mixed methods study collected both quantitative data, from questionnaires related to the fidelity of intervention delivery, and qualitative data, from participants' responses in semi-structured interviews. This data set includes the individual participant responses to fidelity questionnaires regarding their delivery of a PT intervention as well as the transcriptions of interviews regarding their experiences and the factors which impacted fidelity. Also included are the particpant information and consent forms as well as debriefing sheets.

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