Amsterdam University of Applied Sciences
Effective reflection
video feedback to enhance fidelity in practice based interventions Boendermaker, L.
Publication date 2018
Document Version Final published version
Link to publication
Citation for published version (APA):
Boendermaker, L. (2018). Effective reflection: video feedback to enhance fidelity in practice based interventions. Poster session presented at 4th Biennial Australasian Implementation Conference, Melbourne, Australia.
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Download date:26 Nov 2021
NAP-scores Alliance Use of
techniques
Goal orientation Total
Professional 1 0,446 0,271 0,580 0,424
Professional 2 0,584 0,771 0,813 0,662
Professional 3 0,659 0,377 0,929 0,598
Professional 4 0,260 0,567 0,573 0,419
Professional 5 0,690 0,683 0,750 0,693
Professional 6 0,710 0,740 0,533 0,689
CIT-scores
Professional 1 - - - -
Professional 2 - 0,44 0,70 0,60
Professional 3 0,75 - 0,55 -
Professional 4 - - - -
Professional 5 0,81 0,60 0,96 0,82
Professional 6 0,76 0,81 - 0,78
INTRODUCTION
Organizations for Children’s services are confronted with
problems of youth and families for which no evidence-based
interventions are available yet. As a result, many organizations have developed practice-based interventions. Implementation research shows that a support system for professionals is a crucial factor in implementation to improve treatment fidelity (Hogue et.al, 2013). Support for professionals however, is usually lacking in practice based interventions.
In this project a support system with video-feedback and role
play has been developed and a small scale pilot was conducted with professionals of two Dutch practice based interventions.
The central research question was: Does supervision with a video-feedback and role-play enhance the treatment fidelity of professionals working with a practice based intervention?
EFFECTIVE REFLECTION
VIDEO FEEDBACK TO ENHANCE FIDELITY IN PRACTICE BASED INTERVENTIONS
CONTACT
Prof. L. Boendermaker (PhD) Amsterdam University of Applied Sciences Research Group Implementation and Effectiveness in Youth Care Services / School of Social Work & Law l.boendermaker@hva.nl
METHOD
• a single subject experimental design was used to investigate the effect of supervision using video feedback and role play.
Participants filmed their conversations with clients in a
baseline period (without supervision) and an intervention period (with supervision).
• 2 supervisors + 6 professionals participated in the pilot.
• Both interventions were accredited interventions (Veerman &
Van Yperen, 2007): School2Care; group + individual 12-hour day treatment program for young people with severe problem behaviour. Duration: 6-9 months & Julia; individual treatment program for teenage girls who experienced sexual harmful behaviour. Duration: 24 weeks.
• Supervision: video feedback and role-play. A monitoring instrument was developed to structure supervision and feedback and assess fidelity (Goense, 2018; Goense, Boendermaker & Van Yperen, 2018). A head supervisor worked with the supervisors (10 hours in 8 months).
• School2Care/Julia: 15/10 hours of supervision in 8 months.
• Coding of filmed conversations: School2Care ICC .62, Julia ICC .80.
• Analyses: NAP (Parker, & Vannest., 2008) and CIT (Rouanet et.al., 2000)
CONCLUSION
Not all professionals change in a meaningful way and
professionals differ in the areas of change. Supervision with
video-feedback and role-play helps four of the professionals to develop their skills on alliance, the use of techniques, goal-
orientation and/or in total. However, in two professionals no development is seen.
These differences may be due to the characteristics of
professionals (age, experience), the content of the supervision or difficulties in conducting the same baseline.
Supervision was new and professionals brought up relatively
‘simple’ questions in supervision. In the next phase 1)
supervisors should pay specific attention to those elements of
the intervention were fidelity is low and 2) the influence of fidelity on client outcome should be measured.
RESULTS
Table 1: Changes (meaningful = bold, NAP) and % of improvement (CIT) of the six professionals
References
Goense, P. B. (2018). Effective reflection, developing a reflection tool. Amsterdam: Amsterdam University of Applied Sciences; Goense, P. B., Boendermaker, L., & Van Yperen, T. (2016). Support systems for treatment integrity. Research on Social Work Practice, 26(1), 69-73.;
Goense, P. B., Boendermaker, L., & Van Yperen, T. (2018). Measuring treatment integrity. The Journal of Behavioral Health Services &
Research, 45(3), 469–488.; Goense, P.B. & Ruitenberg, I. (2018). Effective Reflection, Supervision with video recordings and role-play.
Amsterdam: Amsterdam University of Applied Sciences; Hogue, A., Ozechowski, T.J., Robbins, M.S., Waldron, H.B. (2013). Making fidelity an intramural game: localizing quality assurance procedures to promote sustainability of evidence-based practices in usual care. Clinical
Psychology: Science and Practice, 20, 60-77.; Parker, R.I., Vannest, K. (2008). An improved effect seize for single-case research: Non-overlap of all pairs. Behavior Therapy, 40, 357-367. ; Rouanet, H., Bernard, J. M., Bert, M. C., Lecoutre, B., Lecoutre, M. P., & Le Roux, B. (2000). New ways in statistical methodology: From significance tests to bayesian inference (2nd ed.). Bern, Switzerland: Peter Lang AG.; Veerman, J. W.,
& van Yperen, T. A. (2007). Degrees of freedom and degrees of certainty: A developmental model for the establishment of evidence-based youth care. Evaluation and Program Planning, 30(2), 212.
