A Systematic Review of Fidelity of Implementation in Parent-Mediated Early Communication Intervention

Autor/in	Lieberman-Betz, Rebecca G.
Titel	A Systematic Review of Fidelity of Implementation in Parent-Mediated Early Communication Intervention
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414557282
Schlagwörter	Early Intervention; Oral Language; Communication Skills; Interpersonal Communication; Parents; Parent Role; Program Implementation; Fidelity; Parent Child Relationship; Models; Online Searching; Databases; Interrater Reliability; Measures (Individuals) + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstil; Interpersonale Kommunikation; Eltern; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Analogiemodell; Online-Recherche; Datenbank; Interrater-Reliabilität; Messdaten
Abstract	This article examined the reporting of four elements of fidelity of implementation (FOI) in parent-mediated early communication treatment studies. Thirty-five studies were reviewed to extract information regarding reporting of dosage, adherence, quality, and participant responsiveness for both practitioners and parents involved in parent-delivered communication treatment for children birth to 6 years of age. Results indicate relatively low reporting practices across the four elements of FOI for both practitioners and parents. Most studies (71%) reported dosage at the practitioner level (e.g., number and length of parent-training sessions), while few studies (14%) reported dosage at the parent level (i.e., amount of intervention implemented by parents outside of treatment sessions). Results also found 60% of studies reported adherence for parent implementation, but only 34% of studies reported adherence for practitioners. Implications for low reporting in the research literature, as well as recommendations for future reporting and research on FOI, are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01