Search results
Nov 10, 2022 · Implementation fidelity is the degree of compliance with which the core elements of program or intervention practices are used as intended. The scientific literature reveals gaps in defining and assessing implementation fidelity in early intervention: lack of common definitions and conceptual framework as well as their lack of application.
- Participants
- Coaching Procedure
- Measures
- Teacher Attendance
- Activity Completion
- Responsiveness
- Initial Perception
- Teacher Efficacy
- Stress
- Data Preparation and Analytic Plan
Data were collected as part of a larger pilot evaluation study of STREAMin3 including teachers across Virginia (see Williford et al., 2021for the evaluation report). Programs were initially recruited to participate in an evaluation study of the curriculum in spring 2019, and implementation data collection for the current study occurred during fall ...
Eleven highly qualified coaches were hired to support STREAMin3implementation. Coaches participated in extensive training before and during coaching, including an online course, a one-day in-person workshop, a site visit to the school where the curriculum was developed and in use, and ongoing supervision from the research team. Coaches were assigne...
Implementation Fidelity
STREAMin3 curriculum implementation fidelity data were collected across fall 2019 (time 1) and spring 2020 (time 2), prior to center closures due to COVID-19. Several aspects of implementation fidelity were measured, including teacher coaching attendance, classroom activity completion, and responsiveness to curriculum. Descriptive statistics for the implementation variables are reported in Table 1.
Teacher attendance (i.e., coaching dosage) included the total number of coaching sessions/monthly meetings that teachers attended, reported by coaches. Time 1 teacher attendance included meetings from August 2019 to December 2019. Time 2 included meetings from January 2020 to March 2020, prior to center closures due to COVID-19.
Teachers completed two surveys reporting on how many days a week they used various STREAMin3components in their classroom. The first fidelity survey (time 1) was completed in October 2019 during weeks 7 and 8 of implementation. The second fidelity survey (time 2) was completed in February 2020 during weeks 17 and 18 of implementation. The proportio...
Teachers also completed a measure of their responsiveness to the curriculum in the fidelity survey 1 (time 1) and in the final study survey in March 2020 (time 2). This survey included eight items that teachers rated on a scale of 0 (strongly disagree) to 10 (strongly agree). Items included “STREAMin3 is helping me be a better teacher” and “Partici...
Teachers reported on their initial perception of STREAMin3 using two items (“How much do you enjoy participating in the STREAMin3 pilot?” and “How likely are you to recommend the STREAMin3 curriculum to a colleague?”) at the beginning of their implementation. Teachers rated the curriculum on a scale of 0 (not at all) to 10 (very much), with higher ...
Efficacy was measured using classroom management, instructional support, and student engagement subscales (Tschannen-Moran & Hoy, 2001). Teachers reported on 12 items using a 0 to 10 scale, with anchors at 0 (no influence), 5 (some influence), and 10 (a great deal of influence). Example items included “How much can you do to control disruptive beha...
Stress was measured using the Teacher Stress Inventory (TSI; Fimian & Fastenau, 1990). Teachers reported on 15 stress items using a 0 to 10 scale, with anchors at 0 (no stress), 5 (moderately noticeable stress), and 10 (extremely noticeable stress). Example items included “I feel frustrated because of discipline problems in my classroom” and “My cl...
All data preparation and analyses were conducted using STATA 16. Each implementation fidelity outcome variable was screened for normality using skew and kurtosis variables. Since attendance outcomes were count variables, we conducted Poisson regressions for those outcomes (Coxe et al., 2009). We used ordinary least squares regressions for the conti...
Aug 3, 2022 · Relatively little is known about factors that influence levels of implementation fidelity among early childhood educators. Early childhood education, which includes infant, toddler, and preschool classrooms, is an important context in which teachers scaffold children through increasingly complex social, emotional, and cognitive experiences.
Dec 1, 2020 · In light of the above information, various findings emerge concerning evaluation methods of implementation fidelity of early childhood intervention practices. First, depending on their advantages and disadvantages, some methods, used alone or combined, may be more appropriate to assess one or several dimensions of implementation fidelity.
- Colombe Lemire, Carmen Dionne, Michel Rousseau
- 2020
The purpose of this study is to compare fidelity implementation frame-works. The field of early intervention is used as the context for the analysis. Dane and Schneider’s (1998) and Century et al.’s (2010) conceptual frameworks serve as points of comparison for the analysis.
Jun 6, 2022 · Our work also underscores the importance of context for implementation. Specifically, non-response to implementation efforts commonly overlapped with contextual barriers. This suggests the potential for capacity building prior to and/or alongside implementation efforts in the early care and education setting.
People also ask
Why is implementation fidelity important in early childhood education?
What is implementation fidelity in early intervention?
What factors influence implementation fidelity of school-based interventions?
Is early intervention fidelity based on contextual factors?
Why is implementation fidelity important?
How can fidelity assessment improve implementation processes of program or intervention practices?
Apr 1, 2023 · Higher general implementation readiness and positive intervention-specific implementation readiness predicted higher intervention fidelity – both dosage and adherence – in line with concurrent implementation theories and frameworks (Damschroeder et al., 2009); Educators who had a high self-efficacy and a good collaborative environment and believed in the intervention's feasibility ...
