Observational measures of implementer fidelity for a school-based preventive intervention: development, reliability, and validity.
Observational measures of implementer fidelity for a school-based preventive intervention: development, reliability, and validity.
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DOI：
10.1007/s11121-014-0488-9
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发表时间：
2015-01
影响因子：
3.5
通讯作者：
Forgatch, Marion
中科院分区：
文献类型：
--
作者：
Cross, Wendi;West, Jennifer;Wyman, Peter A.;Schmeelk-Cone, Karen;Xia, Yinglin;Tu, Xin;Teisl, Michael;Brown, C. Hendricks;Forgatch, Marion
目前的措施，执行者的忠诚度往往无法充分衡量的核心结构的坚持和能力，其关系的结果可以是混合的。为了解决这些局限性，我们使用观察方法来评估这些结构及其与近端结果的关系，在一项随机试验中，以学校为基础的预防性干预（罗切斯特弹性项目）旨在加强1 - 3年级学生的情绪自我调节技能，提高攻击性破坏行为。在干预组（n = 203），学生的子样本（n = 76）被选中，以反映整体样本。执行人员为10名准专业人员。从第1年的干预（14节课）的三个教训的录像观察编码为每个实施者的孩子二分之一的坚持（内容）和能力（质量）。使用多层次建模，我们研究了有多少的变化，在保真度的措施是由于实施者和实施者的孩子。这两项措施都有很大的和显着的差异占实施者（能力，68%;坚持，41%）;儿童内的实施者并没有占显着的差异，表明评级反映了稳定的素质的实施者，而不是孩子。原始依从性和能力得分共享46%的方差（r = 0.68）。控制基线差异和年龄，数量（坚持）和质量（能力）的程序交付预测儿童的增强反应的干预后六个月的儿童和家长的报告，但不对外化行为的教师报告。我们的研究结果支持使用多个观察测量保真度和坚持和能力的重要组成部分的保真度，可以通过许多程序使用这些方法进行评估。
Current measures of implementer fidelity often fail to adequately measure core constructs of adherence and competence, and their relationship to outcomes can be mixed. To address these limitations, we used observational methods to assess these constructs and their relationships to proximal outcomes in a randomized trial of a school-based preventive intervention (Rochester Resilience Project) designed to strengthen emotion self-regulation skills in 1st–3rd graders with elevated aggressive-disruptive behaviors. Within the intervention group (n = 203), a subsample (n = 76) of students was selected to reflect the overall sample. Implementers were 10 paraprofessionals. Videotaped observations of three lessons from Year 1 of the intervention (14 lessons) were coded for each implementer-child dyad on Adherence (content) and Competence (quality). Using multi-level modeling we examined how much of the variance in the fidelity measures was attributed to implementer and to the child within implementer. Both measures had large and significant variance accounted for by implementer (Competence, 68%; Adherence, 41%); child within implementer did not account for significant variance indicating that ratings reflected stable qualities of the implementer rather than the child. Raw Adherence and Competence scores shared 46% of variance (r = .68). Controlling for baseline differences and age, the amount (Adherence) and quality (Competence) of program delivered predicted children’s enhanced response to the intervention on both child and parent reports after six months, but not on teacher report of externalizing behavior. Our findings support the use of multiple observations for measuring fidelity and that adherence and competence are important components of fidelity which could be assessed by many programs using these methods.
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DOI：
10.1080/10705519909540118
发表时间：
1999-01-01
影响因子：
6
作者：
Hu, Li-tze;Bentler, Peter M.
通讯作者：
Bentler, Peter M.
影响因子：
12.7
作者：
Glasgow, RE;Vogt, TM;Boles, SM
通讯作者：
Boles, SM
DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
--
作者：
Damschroder LJ;Aron DC;Keith RE;Kirsh SR;Alexander JA;Lowery JC
通讯作者：
Lowery JC
影响因子：
3.7
作者：
Hamre, Bridget K.;Justice, Laura M.;Leach, Allison
通讯作者：
Leach, Allison
影响因子：
12.7
作者：
Glasgow, Russell E.;Vinson, Cynthia;Hunter, Christine
通讯作者：
Hunter, Christine