Caregiver Intervention Implementation Fidelity: An Empirical Investigation of a Multidimensional Model

2021 ◽  
pp. 105381512110522
Author(s):  
Jaclyn M. Dynia ◽  
Ying Guo ◽  
Jessica A. R. Logan ◽  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
Implementation Fidelity ◽  
Preschool Age ◽  
Book Reading ◽  
Childhood Education ◽  
Participant Responsiveness ◽  
Preschool Age Children ◽  
Quality Of Delivery ◽  
Children's Caregivers ◽  
Program Differentiation

The extant literature on implementation fidelity has found mixed evidence for empirically establishing the dimensionality of implementation fidelity. The current study aims to add to this growing body of literature by examining implementation fidelity in a book-reading intervention for young children’s caregivers. Caregivers ( n = 291) implemented Sit Together and Read 2 (STAR 2) with their preschool-age children. These data indicated that implementation fidelity was determined to be a four-dimensional construct including adherence/dose, quality of delivery, participant responsiveness, and program differentiation. The main findings of this work are twofold: (a) implementation fidelity is a more complex construct than some previous descriptions, and (b) early childhood education research should aim to report on all aspects of implementation fidelity.

Evaluating the implementation of the Empowering Coaching™ programme

2016 ◽  
Vol 116 (3) ◽  
pp. 238-258 ◽  
Author(s):  
Margaret L. Søvik ◽  
Torill Larsen ◽  
Hege Tjomsland ◽  
Oddrun Samdal
Keyword(s):  
Implementation Fidelity ◽  
Education Programme ◽  
Training Programme ◽  
Observational Methods ◽  
Content Type ◽  
Coach Education ◽  
Participant Responsiveness ◽  
Quality Of Delivery ◽  
Programme Delivery

Purpose – The purpose of this paper is to explore the implementation of a theoretically grounded coach education training programme for youth football coaches in Norway, through observational methods. In particular, it focuses on implementation fidelity and programme adaptation, and possible differences between the coach educators (CEs) according to their level of experience. Design/methodology/approach – Implementation fidelity and programme adaptations for seven CEs were explored through the use of a fidelity scale and in-depth qualitative analyses. Participant responsiveness was applied to inform the observational analyses. Findings – Results showed that most of the programme was implemented with moderate to high fidelity, and that it was adapted when delivered. Most of the adaptations seemed to be positive, aligning with the programme’s theoretical foundation and goals. A few negative and neutral adaptations also occurred. The most experienced CEs seemed to deliver the programme with highest fidelity and they also made most positive adaptations. The findings, supported by the participants’ evaluation of the programme delivery, indicate that these CEs also delivered the programme with high quality. Research limitations/implications – In the field of implementation research there is a need for further studies applying observational methods to explore programme effectiveness in relation to implementation fidelity, adaptations made and the quality of programme delivery. Originality/value – This study applies observational methods to evaluate the fidelity of implementation and adaptations made when implementing a coach education programme, and based on these findings quality of delivery is discussed.

scholarly journals Story choice matters for caregiver extra-textual talk during shared reading with preschoolers

2019 ◽  
Vol 47 (3) ◽  
pp. 633-654
Author(s):  
Amber MUHINYI ◽  
Anne HESKETH ◽  
Andrew J. STEWART ◽  
Caroline F. ROWLAND
Keyword(s):  
Picture Books ◽  
Shared Reading ◽  
Preschool Age ◽  
False Belief ◽  
Book Reading ◽  
Language Abilities ◽  
Level Of Abstraction ◽  
Preschool Age Children ◽  
Text Reading

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

What Implementation Components Predict Positive Outcomes in a Parenting Program?

2016 ◽  
Vol 28 (2) ◽  
pp. 173-187 ◽  
Author(s):  
Míriam Álvarez ◽  
María José Rodrigo ◽  
Sonia Byrne
Keyword(s):  
At Risk ◽  
Social Services ◽  
Program Effectiveness ◽  
Child Rearing ◽  
Implementation Barriers ◽  
Program Outcomes ◽  
Participant Responsiveness ◽  
Program Adherence ◽  
Quality Of Delivery

Objectives: To examine the components affecting the quality of the implementation and their impact on the outcomes of the “Growing Up Happily in the Family” program targeted at parents with children aged 0–5. Method: At-risk and non-at-risk parents ( N = 196) participated in 26 groups in local social services. Adherence, adaptations, quality of delivery, group and participant responsiveness, and implementation barriers were examined as predictors of attendance rate and changes in parental child-rearing attitudes, parental sense of competence, and parenting stress using hierarchical linear regressions analyses. Results: Greater participant responsiveness and fewer implementation barriers predicted higher attendance rates. These implementation variables, as well as greater program adherence, fewer crucial adaptations, and better didactic functioning of the sessions, predicted positive parental changes. Conclusions: The level of implementation contributes to the program effectiveness, suggesting the need to provide a high-quality and well-coordinated implementation to achieve the intended program outcomes in child welfare populations.

Test-Retest and Inter- and Intrareliability of the Quality of the Upper-Extremity Skills Test in Preschool-Age Children With Cerebral Palsy

2007 ◽  
Vol 88 (12) ◽  
pp. 1686-1689 ◽  
Author(s):  
Nienke Haga ◽  
Hélène C. van der Heijden-Maessen ◽  
Jessika F. van Hoorn ◽  
Anne M. Boonstra ◽  
Mijna Hadders-Algra
Keyword(s):  
Cerebral Palsy ◽  
Upper Extremity ◽  
Preschool Age ◽  
Preschool Age Children ◽  
Children With Cerebral Palsy

scholarly journals A mixed methods evaluation of the large-scale implementation of a school- and community-based parenting program to reduce violence against children in Tanzania: A study protocol

2021 ◽  
Author(s):  
Mackenzie Martin ◽  
Jamie Lachman ◽  
Joyce Wamoyi ◽  
Yulia Shenderovich ◽  
Mwita Wambura ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Quantitative Data ◽  
Implementation Fidelity ◽  
Parenting Program ◽  
Parenting Programs ◽  
Implementation Quality ◽  
Violence Against Children ◽  
Quality Of Delivery ◽  
The Impact

Abstract BackgroundDespite the rapid dissemination of parenting programs aiming to reduce and prevent violence against children (VAC) worldwide, there is limited knowledge about and evidence of the implementation of these programs at scale. This study addresses this gap by assessing the quality of delivery and impact of an evidence-based parenting program for parents/caregivers and their adolescent girls aged 9 to 14 – Parenting for Lifelong Health Teens (PLH-Teens), known locally as Furaha Teens – on reducing VAC at scale in Tanzania. The study will explore participating family and staff perspectives on program implementation and examine factors associated with implementation and how implementation quality are associated with intervention outcomes when the program is delivered to approximately 50,000 parent-child dyads (N=100,000) in schools and community centers across eight districts of Tanzania.MethodsThis mixed-methods study will answer the following research questions: (1) what is the implementation quality and fidelity of PLH-Teens at scale in Tanzania; (2) what factors are associated with the quality of delivery and implementation fidelity of PLH-Teens; (3) how are implementation quality and fidelity associated with intervention outcomes; (4) what are participant and implementing staff perspectives on the acceptability, appropriateness, feasibility, benefits, and challenges of delivering PLH-Teens in their schools and communities; (5) what is the impact of PLH-Teens on VAC and participant well-being; and (6) how much does it cost to deliver PLH-Teens at scale? Qualitative and quantitative data will be collected directly from implementers, parents/caregivers, and adolescents using pre-post questionnaires, observational assessments, cost surveys, focus groups, and interviews. Qualitative data will be analyzed thematically with the aid of NVIVO software. Quantitative data will be cleaned and analyzed using methods such as correlation, regression, and structural equation models using Stata and R. COREQ and TREND guidelines will be used, where appropriate.DiscussionFindings will provide vital insights into some of the factors related to quality implementation at scale. Lessons learned regarding the implementation of PLH-Teens at scale will be applied in Tanzania, and also in the delivery of PLH parenting programs globally.

Latent Tuberculous Infection: Influence on Patient’s Quality of Life

2021 ◽  
Author(s):  
Dinara Namazovna Adjablaeva
Keyword(s):  
Quality Of Life ◽  
Preventive Maintenance ◽  
Latent Tuberculosis Infection ◽  
Latent Tuberculosis ◽  
Negative Influence ◽  
Preschool Age ◽  
Tuberculosis Infection ◽  
Tuberculous Infection ◽  
Preschool Age Children

Latent tuberculosis infection is an asymptomatic condition in which patients carry the bacteria, but do not show any sign of illness, however they are at risk of disease activation at any time in the future. Understanding of influence of latent tuberculosis infection on the physical and mental well-being of these patients is important as successful strategies to reduce the tuberculosis burden globally. Our purpose is to explore patients during diagnosis and treatment of latent tuberculosis infection, measure their quality of life. Materials and methods: during 2017–2019 was examined 100 children 4–7 years age. Children were divided in 3 groups. First group (n = 40) - a children with LTI. Group of the comparison (n = 40) has comprised preschool age children with tuberculosis. Group of the checking (n = 20) have constituted the preschool age healthy children. Estimation of children health was conducted by analysis health factors: social, genetic, biological. In addition were studied criteria of health. It was used study anamnestic data, questioning, estimation quality of life, anthropometry, data of objective examination, laboratory data and parameters of functioning, electrocardiography, vegetative nervous system spectrography (VNS-spectrography), manual ergometry. Physical development valued with the help of specialized tables. Leukocyte intoxication index is calculated on formula Shemitova V.F. Variety heart rhythm (VHR) was studied by method VNS-spectrography on vegetotester “VNS-Micro” with computer program “Polispectr” of company “Neyrosoft”. Interpretation source vegetative tone and vegetative reactivity was realized according to recommendation N.A. Belokon. Vegetative provision of activity was valued on tolerance to steady-state load by method manual ergometry (MEM) in help of manual dynamometer. Quality of life was defined with the help of questionnaire PedsQL version 4.0 (the Russian version). Results and their discussion: in children with active tuberculosis, specific process has a most negative influence upon quality of life, comparatively temporary negative influence has LTI. Revealed changes in general have brought to reduction of QL indicators both in first and second group. With provision of latency currents of infecting with mycobacteria of tuberculosis, indicators of quality of life should be considered as one of defining, reflecting psychological component adaptation of child, and can be recommended to enter in program of examination and dispensary observation of children with LTI. Conclusions: our study has shown that preschool age children with LTI have rather significant deflections of health condition, revealing by symptoms of intoxication, expressed breaches adaptation and regulation mechanisms. Results of study have logistical confirmed need of improvement of the preventive maintenance and dispensary observation at children with LTI and active participation in its base of the interdepartmental approach. All of this allows newly taking a look at problem of the latent tuberculous infection at preschool age children and role general practitioner in preventive maintenance of the development such dangerous diseases as tuberculosis.

scholarly journals Crossing the Boundaries? Implementing Relationships and Sexuality Education in Irish Schools

2016 ◽  
Vol 9 (1) ◽  
pp. 8-8
Author(s):  
C. Murphy ◽  
◽  
S. Nic Gabhainn ◽  
Keyword(s):  
Sexuality Education ◽  
School Context ◽  
Technical Support ◽  
Self Report ◽  
Successful Implementation ◽  
Model Quality ◽  
School Based ◽  
Participant Responsiveness ◽  
Quality Of Delivery

Objective: Using a conceptual model of school-based implementation, this study aimed to explore teachers’ implementation of Relationships and Sexuality Education (RSE) in a school context. Design and Method: A model of school-based implementation was derived from a review of the literature and a mixed methods approach was employed to examine components of the model. The components included: program model; quality of delivery; target audience; participant responsiveness; pre-planning; quality of materials; technical support model; quality of technical support; implementer readiness and factors relating to the context (classroom, district, school and community). Data were drawn from lesson plans, questionnaires, self-report forms, nonparticipant observation, and semi-structured interviews. Results: Students rated lesson resources highly (quality of materials) and more than three-quarters of students found RSE classes interesting (participant responsiveness). All teachers valued the importance of RSE (implementer readiness) but overcomplicated lessons prevented teachers from achieving lesson aims (pre-planning). Didactic, as opposed to facilitative approaches, were employed to implement RSE which opposes the core principle of the program (quality of delivery). The study also found that school leadership and management have a major role to play in the implementation of RSE through, for example, the appointment of teachers to the delivery of RSE and controlling access to RSE training (contextual level factors). Conclusions: The implementation of RSE is more contentious than other school-based health education programs. Stringent pre-planning and whole-school support is essential for successful implementation.

scholarly journals INVESTING IN PRESCHOOL AGE CHILDREN – A CASE STUDY OF VIDZEME REGION (LATVIA)

2017 ◽  
Vol 4 ◽  
pp. 353
Author(s):  
Feliciana Rajevska ◽  
Katrine Reima
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Support System ◽  
Low Income ◽  
Work And Family ◽  
Preschool Age ◽  
Social Investment ◽  
Childhood Education ◽  
Preschool Age Children

Social investments are important for a child’s development and future success. Parental leaves and Early Childhood Education and Care services (ECEC) are among main forms of social investment, contributing to child poverty reduction and increasing equality, as well as underpinning the potential for skilled workers in the future. The aim of the paper is to analyse availability of the main forms of social investment in preschool age children - early childhood education services and parental leaves, in Vidzeme region (Latvia) for a case study. An analysis of policy documents, parents’ surveys at pre-school institutions, interviews with education institution representatives and local authorities regarding education and social matters were conducted in the research. The support system for parents is still dominated by the “passive” form of support system. However, social investment policies are becoming increasingly more important. This is achieved by supporting parents' access to social investment services and by increasing the amount of parental leave benefits. In 2013-2015 funding for child-care and family policy has increased. Expenditure growth was mostly affected by an increase in the allowance for childcare and the minimum parental allowance. The availability of ECEC is moderate, but since 2009 private institutions and since 2013 babysitting services have been co-funded at the national level till May 31, 2016 to improve it. Since September 2015 a 3-year innovative project “Vouchers for the provision of child minder services to workers with nonstandard work schedules” has been introduced too, to promote parental employment and work and family balance. In Vidzeme region, for example, service availability is additionally stimulated by free transport services, ECEC fee discounts for poor, low-income and large families, etc. Results show that the availability of ECEC has been improved and there has been signs of positive changes in children’s development. Nevertheless, the availability of ECEC is moderate, and in some poorer municipalities in Latvia Matthew effects can be spotted – the middle and highest strata of society use services to a higher extend then the low-income society.

Prepared to Learn: The Nature and Quality of Early Care and Education for Preschool-Age Children in California: Summary

2008 ◽  
Author(s):  
Lynn A. Karoly ◽  
Bonnie Ghosh-Dastidar ◽  
Gail L. Zellman ◽  
Michal Perlman ◽  
Lynda Femyhough
Keyword(s):  
Early Care And Education ◽  
Preschool Age ◽  
Early Care ◽  
Preschool Age Children
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