Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood
| Autor: | Lisa L. Knoche, Allison Osborn, Carolyn Pope Edwards, Susan M. Sheridan |
|---|---|
| Rok vydání: | 2010 |
| Předmět: |
Early childhood education
medicine.medical_specialty Sociology and Political Science business.industry Poison control Early Head Start Article Education Treatment and control groups Head start Intervention (counseling) Family medicine Developmental and Educational Psychology medicine Early childhood intervention Early childhood business Clinical psychology |
| Zdroj: | Early Childhood Research Quarterly. 25:299-313 |
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2009.05.003 |
| Popis: | The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively us- ing a partial-interval recording system to identify and record early childhood professionals' implemen- tation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use. In addition, significant positive rela - tionships were found between years of experience, education and quality of intervention delivery. Qual- ity of intervention delivery was different by program type (Early Head Start versus Head Start). Adher- ence in the treatment group was correlated with the rate of contact between parent and early childhood professional during the home visit. |
| Databáze: | OpenAIRE |
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