Examining Provider Decisions around the Delivery and Adaptation of a Parent-Mediated Intervention within an Early Intervention System

Autor/inn/en	Pickard, Katherine; Hendrix, Nicole; Guerra, Karen; Brane, Natalie; Islam, Nailah
Titel	Examining Provider Decisions around the Delivery and Adaptation of a Parent-Mediated Intervention within an Early Intervention System
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 8, S.2384-2396 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pickard, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613231162149
Schlagwörter	Early Intervention; Decision Making; Parent Participation; Program Implementation; Evidence Based Practice; Fidelity; Feedback (Response); Autism Spectrum Disorders; Educational Legislation; Students with Disabilities; Equal Education; Federal Legislation; Individual Characteristics; Training; Enrollment; Attendance; Professional Personnel; Self Efficacy; Teachers; Allied Health Personnel; Georgia + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Elternmitwirkung; Autism; Autismus; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausbildung; Einschulung; Anwesenheit; Personalbestand; Self-efficacy; Selbstwirksamkeit; Lehrer; Lehrerin; Lehrende
Abstract	There is growing research aimed at translating parent-mediated interventions into Part C Early Intervention systems to examine the effectiveness and reach of these models. Although research to date suggests that Early Intervention providers deliver parent-mediated intervention near fidelity, current fidelity reporting practices make delivery difficult to discern. Understanding how parent-mediated interventions are delivered and adapted in a more nuanced manner, including fine-grained intervention delivery and adaptation processes, is important and may increase our understanding of how well these models are aligned within Early Intervention systems. The current study examined the delivery of an evidence-based parent-mediated intervention, Project ImPACT, when delivered by Early Intervention providers and examined their intervention fidelity, the decisions they weighed when delivering Project ImPACT, and reported adaptations to Project ImPACT. Results from 24 providers demonstrated, on average, higher fidelity in response to consultative feedback but notable variability across providers. Preliminary qualitative data highlighted that many events arose within sessions that drove providers to augment their delivery of Project ImPACT. Results suggest the importance of carefully examining how and why providers deliver evidence-based interventions within Early Intervention systems, and the impact of these decisions on fidelity metrics and service outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01