Very promising | Quite promising | Non-promising | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
Olney et al. [31] | Damush et al. [32] | Ludwig et al [33] | Morén et al. [34] | Severinsen et al. [35] | Wan et al. [36] | Katz-Laurer et al [37] | Mudge et al [38] | Sit et al. [39] | Total (%) | ||
1) Treatment fidelity strategies for design of study | Ensure same treatment dose within conditions | Y | Y | Y | Y | Y | Y | Y | Y | Y | 9 (100%) |
Ensure equivalent dose across conditions | Y | Y | Y | Y | Y | Y | Y | Y | N | 8 (89%) | |
Plan for implementation setbacks | N | N | N | N | N | N | N | N | N | 0 (0%) | |
2) Treatment fidelity strategies for monitoring and improving provider training | Standardise training | N | Y | N | Y | N | Y | N | Y | N | 4 (44%) |
Ensure provider skill acquisition | N | N | N | N | N | Y | N | Y | N | 2 (22%) | |
Minimise “drift” in provider skills | N | N | N | N | N | N | N | Y | N | 1 (11%) | |
Accommodate provider differences | N | N | Y | N | N | N | N | Y | N | 2 (22%) | |
3) Treatment fidelity strategies for monitoring and improving delivery of treatment | Control for provider differences | N | N | Y | N | N | Y | N | Y | N | 3 (33%) |
Reduce differences within treatment | N | Y | Y | N | N | Y | N | Y | Y | 5 (56%) | |
Ensure adherence to treatment protocol | N | Y | Y | N | N | N | Y | Y | Y | 5 (56%) | |
Minimise contamination between conditions | N | Y | Y | Y | Y | N | Y | Y | Y | 7 (78%) | |
4) Treatment fidelity strategies for monitoring and improving receipt of treatment | Ensure participant comprehension | N | N | Y | Y | N | N | N | N | Y | 3 (33%) |
Ensure participant ability to use cognitive skills | N | N | N | Y | N | N | N | N | Y | 2 (22%) | |
Ensure participant ability to perform behavioural skills | Y | N | Y | Y | Y | N | Y | Y | Y | 7 (78%) | |
5) Treatment fidelity strategies for monitoring and improving enactment of treatment skills | Ensure participant use of cognitive Skills | N | N | N | N | N | N | N | N | Y | 1 (11%) |
Ensure participant use of behavioural skills | N | N | N | N | Y | N | N | Y | Y | 3 (33%) | |
Total (out of 16) | 3 | 6 | 9 | 7 | 5 | 6 | 5 | 12 | 9 | ||
Percentage | 19% | 38% | 56% | 44% | 31% | 38% | 31% | 75% | 56% |