Implementation of a Relationship-Based School Readiness Intervention: A Multidimensional Approach to Fidelity Measurement for Early Childhood

Autor/inn/en	Knoche, Lisa L.; Sheridan, Susan M.; Edwards, Carolyn P.; Osborn, Allison Q.
Titel	Implementation of a Relationship-Based School Readiness Intervention: A Multidimensional Approach to Fidelity Measurement for Early Childhood
Quelle	In: Early Childhood Research Quarterly, 25 (2010) 3, S.299-313 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.05.003
Schlagwörter	School Readiness; Intervention; Early Childhood Education; Disadvantaged Youth; Home Visits; Young Children; Parents; Parent Caregiver Relationship; Federal Programs; Parent Participation; Intervals + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Hausbesuch; Frühe Kindheit; Eltern; Elternmitwirkung
Abstract	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 using a partial-interval recording system to identify and record early childhood professionals' implementation 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 relationships were found between years of experience, education and quality of intervention delivery. Quality of intervention delivery was different by program type (Early Head Start versus Head Start). Adherence in the treatment group was correlated with the rate of contact between parent and early childhood professional during the home visit. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10