Lisa L. Knoche|Susan M. Sheridan|Carolyn Pope Edwards|Allison Osborn
Implementation of a relationship-based school readiness intervention: A multidimensional approach to fidelity measurement for early childhood
University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln|University of Nebraska–Lincoln
implementation efforts 65 early childhood professionals involved getting ready project integrated multisystemic intervention promotes school readiness parent engagement children birth age five investigated digital videotaped records professionals engaged home visits families across treatment comparison conditions coded objectively using partialinterval recording system identify record early childhood professionals implementation intervention strategies effectiveness promoting parent engagement interest child adherence quality intervention delivery differentiation groups participant responsiveness assessed multiple dimensions fidelity early childhood professionals treatment group relative comparison group demonstrated greater frequency adherence intervention strategies well higher rates total strategy use addition significant positive relationships found years experience education quality intervention delivery quality intervention delivery different program type early head start versus head start adherence treatment group correlated rate contact parent early childhood professional home visit