Fidelity of Implementation of Activity-Based Intervention in Daycare

Autor/inn/en	Lemire, Colombe; Dionne, Carmen; Rousseau, Michel
Titel	Fidelity of Implementation of Activity-Based Intervention in Daycare
Quelle	In: Early Child Development and Care, 192 (2022) 9, S.1368-1383 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemire, Colombe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1885390
Schlagwörter	Intervention; Program Implementation; Fidelity; Child Care Centers; Preschool Children; Foreign Countries; Literacy Education; Emergent Literacy; Child Caregivers; Preschool Teachers; Early Intervention; Faculty Development; Training; Developmentally Appropriate Practices; Students with Disabilities; At Risk Students; Canada + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Frühleseunterricht; Caregiver; Caregivers; Carer; Erzieher; Erzieherin; Kindergärtnerin; Ausbildung; Entwicklungsbezogene Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kanada
Abstract	Despite the recognized effectiveness of naturalistic intervention practices, including activity-based intervention (ABI), challenges remain regarding their implementation. Assessing implementation fidelity can help understand factors that may influence their implementation. This study aims to document the evolution of ABI implementation fidelity (Adherence, Dosage, Quality and Participant responsiveness) in daycare settings following professional development. The participants are four educators. The current study uses an embedded design. The predominant aspect is quantitative, that is, single-case research design with three measurement phases of 12 observation moments. In terms of Dosage, an increase in the frequency of learning opportunities offered by educators is observed as the experiment progresses. For three educators, results show moderate and significant effects of professional development between Phases 1 and 3. A slight decrease in Quality can be observed when learning opportunities are adapted to children's developmental levels. This article highlights the importance of documenting several components of implementation fidelity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01