Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families

Autor/inn/en	Bettencourt, Amie F.; Gross, Deborah; Breitenstein, Susan
Titel	Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families
Quelle	In: Journal of School Nursing, 35 (2019) 5, S.325-336 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840518786995
Schlagwörter	Young Children; Preschool Education; Preschool Children; Program Effectiveness; Parenting Skills; Parent Education; Urban Schools; Minority Group Students; Poverty; Child Behavior; Parent Attitudes; Attendance; Competence; Barriers; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Parents education; Elternbildung; Elternschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Elternverhalten; Anwesenheit; Kompetenz
Abstract	Young children first develop the social-behavioral skills needed to succeed in school from parents. However, most school-based interventions designed to bolster children's social-behavioral skills have focused on strengthening teachers' skills. This study examined the extent to which a 12-session group-based program for strengthening parenting skills, the Chicago Parent Program (CPP), could be implemented with fidelity in 12 urban schools serving a large population of young children (>95% African American or Latino) living in poverty. Parents of 380 prekindergarten students enrolled in the CPP. Data were collected on child behavior problems; parent satisfaction, attendance, and weekly practice completion; and implementation adherence and competence. Results indicated that CPP group leaders were highly adherent and competent; parents rated groups highly and attended an average of 8 sessions indicating CPP was implemented with high fidelity. Barriers and supports to implementation are reviewed, and implications for long-term sustainability of school-based interventions like CPP are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01