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Obee AF, Hart KC, Fabiano GA. Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review. SCHOOL MENTAL HEALTH 2022; 15:1-31. [PMID: 36573094 PMCID: PMC9771779 DOI: 10.1007/s12310-022-09562-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/09/2022] [Indexed: 12/24/2022]
Abstract
Early childhood educators are expected to provide the children in their centers high-quality care and preparation for later school success. At the same time, nearly a third of children enter early care and education settings displaying challenging behaviors, which in turn impacts educators' stress levels and wellbeing. It is then unsurprising that classroom management and providing behavioral supports are consistently identified as areas where educators require further training upon entering the workforce. The purpose of this study is to conduct a systematic review of the empirical literature on professional development (PD) approaches targeting these areas for early childhood professionals. Forty-two studies were identified as meeting inclusion criteria and were coded for strategies targeted, the context and characteristics of the PD series, and the research design and outcomes utilized. Findings revealed that studies were highly variable in terms of targeted strategies, format of administration, training dose, research design, educator and child samples, and reporting practices. The majority of studies were conducted with educators from Head Start and public preschools and utilized research staff in the administration of the PD approaches. This indicates a need for more high-quality empirical evidence on PD approaches that cater to the larger early childhood workforce and centers' needs. Implications for researchers and early childhood mental health professionals and administrators are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09562-x.
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Affiliation(s)
- Averill F. Obee
- Center for Children and Families, Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199 USA
| | - Katie C. Hart
- Center for Children and Families, Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199 USA
| | - Gregory A. Fabiano
- Center for Children and Families, Department of Psychology, Florida International University, 4600 Main Street, Suite 101, Amherst, NY 14226 USA
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Hunter LJ, Bayly BL, Bierman KL, Welsh JA, Gest JM. Predicting school readiness program implementation in community-based childcare centers. Front Psychol 2022; 13:1023505. [PMID: 36591043 PMCID: PMC9798309 DOI: 10.3389/fpsyg.2022.1023505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 11/22/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Targeted curricular interventions can increase preschool program quality and boost children's academic and social-emotional readiness skills, but variable funding and weak organizational infrastructure in many community-based childcare centers may reduce the effective implementation of these programs. Method This study examined individual teacher and workplace predictors of the REDI program implementation, a targeted school readiness program that was adapted to support delivery in childcare centers. REDI was delivered by 63 teachers in 37 community-based childcare centers with center directors serving as local implementation coaches. Results Results showed that individual teacher factors (e.g., teaching skills and receptivity to intervention consultation) predicted the quality with which REDI activities and teaching strategies were delivered, and workplace factors were important predictors across multiple implementation indicators. Discussion Practice and policy implications for improving intervention implementation and corresponding program quality in childcare centers are highlighted.
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Affiliation(s)
- Leah J. Hunter
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, United States
| | - Benjamin L. Bayly
- Department of Agricultural Economics, Sociology, and Education, College of Agricultural Sciences, The Pennsylvania State University, University Park, PA, United States
| | - Karen L. Bierman
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States
| | - Janet A. Welsh
- Edna Bennett Pierce Prevention Research Center, College of Health and Human Development, The Pennsylvania State University, University Park, PA, United States
| | - Julia M. Gest
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States
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Tidmarsh G, Whiting R, Thompson JL, Cumming J. Assessing the fidelity of delivery style of a mental skills training programme for young people experiencing homelessness. EVALUATION AND PROGRAM PLANNING 2022; 94:102150. [PMID: 35952482 DOI: 10.1016/j.evalprogplan.2022.102150] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2021] [Revised: 03/10/2022] [Accepted: 08/01/2022] [Indexed: 06/15/2023]
Abstract
There is a need for positive youth development/strengths-based approaches to support the wellbeing and social inclusion of young people experiencing or at risk of homelessness. My Strengths Training for Life™ (MST4Life™) uses a strengths-based approach with the aim to improve young people's resilience, self-worth, wellbeing and engagement in education, employment, and training. This mixed methods study assessed the fidelity of delivery style of the MST4Life™ programme, the extent to which frontline service staff can delivery psychologically informed programmes to service users and identified barriers and enablers to delivering with fidelity to the intended style. Observations of programme delivery (two facilitators per session) took place across early, middle, and late phases of the programme across a pilot phase (n = 18) and main study (n = 45). Facilitators also completed self-reflection forms following each session. The mean observation score was 82.2 ± 15.7 %, and facilitator self-report mean adherence score was 89.3 ± 6.2 % which indicate that the programme was delivered with high fidelity. Quantitative data was also analysed using non-parametric statistical test (Mann-Whitney U Test). There was a significant difference between observation scores for deliverers with postgraduate psychology training compared to deliverers without postgraduate psychology training (p = .029). Qualitative data were analysed using inductive thematic analysis. Barriers and enablers included communication, frontline staff support, logistics, and participant behaviours. Overall, this study highlights that despite the challenges of delivering complex community programmes to young people experiencing homelessness, it was possible for frontline service staff to deliver MST4Life™ with high fidelity.
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Affiliation(s)
- Grace Tidmarsh
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, United Kingdom.
| | - Richard Whiting
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, United Kingdom
| | - Janice L Thompson
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, United Kingdom
| | - Jennifer Cumming
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, United Kingdom; Institute for Mental health, University of Birmingham, United Kingdom
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Lemire C, Dionne C, Rousseau M. Assessing the Implementation Fidelity of Early Interventions: Data Collection Methods. EVALUATION AND PROGRAM PLANNING 2020; 83:101870. [PMID: 32861201 DOI: 10.1016/j.evalprogplan.2020.101870] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Revised: 07/30/2020] [Accepted: 08/10/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Colombe Lemire
- Department of Psychoeducation, Université du Québec à Trois-Rivières, 3351, boul. des Forges, Trois-Rivières, Québec, G9A 5H7, Canada.
| | - Carmen Dionne
- Department of Psychoeducation, Université du Québec à Trois-Rivières, 3351, boul. des Forges, Trois-Rivières, Québec, G9A 5H7, Canada.
| | - Michel Rousseau
- Department of Psychoeducation, Université du Québec à Trois-Rivières, 3351, boul. des Forges, Trois-Rivières, Québec, G9A 5H7, Canada.
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Barnes TN, Wang F, O'Brien KM. A meta-analytic review of social problem-solving interventions in preschool settings. INFANT AND CHILD DEVELOPMENT 2018. [DOI: 10.1002/icd.2095] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Feihong Wang
- University of Florida, Santa Fe College; Gainesville FL USA
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Roberts AM, LoCasale-Crouch J, DeCoster J, Hamre BK, Downer JT, Williford AP, Pianta RC. Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2016; 16:1044-53. [PMID: 25433821 DOI: 10.1007/s11121-014-0533-8] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
With research findings indicating positive associations between teacher-child interaction quality and children's development and learning, many professional development efforts now focus on improving the ways in which teachers interact with children. Previous work found that MyTeachingPartner (MTP), a web-mediated coaching intervention, improved teachers' classroom interactions with children, and further analysis found that improvement in teachers' interactions was mediated by their responsiveness to the MTP intervention. The current study assessed how teacher characteristics, including demographics, beliefs, and psychological factors, as well as contextual characteristics related to multiple measures of teachers' responsiveness to MTP. Findings show that related factors vary across the different indicators of responsiveness. Specifically, the psychological factors of anxiety and readiness to change related to multiple indicators of responsiveness. Further, readiness to change and self-efficacious beliefs moderated the associations between classroom poverty and responsiveness. Study findings provide new insights into key teacher characteristics that might identify teachers in need of intervention adaptation or support to ultimately increase overall responsiveness.
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Emotion-based preventive intervention: Effectively promoting emotion knowledge and adaptive behavior among at-risk preschoolers. Dev Psychopathol 2016; 27:1353-65. [PMID: 26439080 DOI: 10.1017/s0954579414001461] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Effectiveness studies of preschool social-emotional programs are needed in low-income, diverse populations to help promote the well-being of at-risk children. Following an initial program efficacy study 2 years prior, 248 culturally diverse Head Start preschool children participated in the current effectiveness trial and received either the Emotion-Based Prevention Program (EBP) or the I Can Problem Solve (ICPS) intervention. Pre- and postdata collection included direct child assessment, teacher report, parent interview, and independent observations. Teachers implementing the EBP intervention demonstrated good and consistent fidelity to the program. Overall, children in EBP classrooms gained more emotion knowledge and displayed greater decreases in negative emotion expressions and internalizing behaviors across the implementation period as compared to children in ICPS classrooms. In addition, cumulative risk, parental depressive symptoms, and classroom climate significantly moderated treatment effects. For children experiencing more stress or less support, EBP produced more successful outcomes than did ICPS. These results provide evidence of EBP sustainability and program effectiveness, as did previous findings that demonstrated EBP improvements in emotion knowledge, regulation skills, and behavior problems replicated under unsupervised program conditions.
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Gross TJ, Mason WA, Parra G, Oats R, Ringle J, Haggerty KP. Adherence and Dosage Contributions to Parenting Program Quality. JOURNAL OF THE SOCIETY FOR SOCIAL WORK AND RESEARCH 2015; 6:467-489. [PMID: 26726301 PMCID: PMC4697741 DOI: 10.1086/684108] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
OBJECTIVE The 3 most frequently examined elements of treatment fidelity are adherence, dosage, and quality. The relationships between these fidelity elements are complex, and additional research is needed to provide clarity. Improving clarity may be especially relevant to parenting programs, which tend to include direct explicit instruction (DEI) elements (i.e., instruction, modeling, and practice). The adherence to and dosage of these DEI elements are frequently assumed to improve program quality; however, little information is available to determine if such adherence and dosage affect program quality. This study examines whether adherence to and dosage of DEI elements predict quality ratings for a widely disseminated, manualized parenting program. METHOD Adherence is defined as the percentage of intervention tasks completed for each DEI element. Dosage is defined as the number of minutes and seconds spent in each intervention DEI element. Treatment fidelity is assessed for 36 of 144 sessions across 10 program facilitators. A hierarchical linear regression analysis examines the contributions of adherence and dosage in the prediction of session quality ratings. RESULTS The analysis indicates that adherence accounts for a significant proportion of the variance (26%), whereas dosage contributes a nonsignificant proportion of variance (11%). Adherence to skill practice was the strongest individual predictor (β = .445, p < .01). CONCLUSIONS Findings suggest that ensuring a high degree of adherence can contribute to quality program delivery. However, more exploration is needed to better understand the ways in which adherence and dosage of DEI elements affect program quality.
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Affiliation(s)
- Thomas J Gross
- The Center for Child and Family Well Being, University of Nebraska-Lincoln
| | - W Alex Mason
- National Research Institute for Child and Family Studies, Father Flanagan's Boys' Home, Boys Town, Nebraska
| | - Gilbert Parra
- National Research Institute for Child and Family Studies, National Research Institute for Child and Family Studies, Father Flanagan's Boys' Home, Boys Town, Nebraska
| | - Robert Oats
- National Research Institute for Child and Family Studies, Father Flanagan's Boys' Home, Boys Town, Nebraska
| | - Jay Ringle
- National Research Institute for Child and Family Studies, Father Flanagan's Boys' Home, Boys Town, Nebraska
| | - Kevin P Haggerty
- School of Social Work, University of Washington, Seattle, Washington
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Kelly SA, Oswalt K, Melnyk BM, Jacobson D. Comparison of intervention fidelity between COPE TEEN and an attention-control program in a randomized controlled trial. HEALTH EDUCATION RESEARCH 2015; 30:233-47. [PMID: 25355179 PMCID: PMC4364055 DOI: 10.1093/her/cyu065] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2014] [Accepted: 10/03/2014] [Indexed: 05/18/2023]
Abstract
Fidelity in implementing an intervention is critical to accurately determine and interpret the effects of an intervention. It is important to monitor the manner in which the behavioral intervention is implemented (e.g. adaptations, delivery as intended and dose). Few interventions are implemented with 100% fidelity. In this study, high school health teachers implemented the intervention. To attribute study findings to the intervention, it was vital to know to what degree the intervention was implemented. Therefore, the purposes of this study were to evaluate intervention fidelity and to compare implementation fidelity between the creating opportunities for personal empowerment (COPE) Healthy Lifestyles TEEN (thinking, emotions, exercise, and nutrition) program, the experimental intervention and Healthy Teens, an attention-control intervention, in a randomized controlled trial with 779 adolescents from 11 high schools in the southwest region of the United States. Thirty teachers participated in this study. Findings indicated that the attention-control teachers implemented their intervention with greater fidelity than COPE TEEN teachers. It is possible due to the novel intervention and the teachers' unfamiliarity with cognitive-behavioral skills building, COPE TEEN teachers had less fidelity. It is important to assess novel skill development prior to the commencement of experimental interventions and to provide corrective feedback during the course of implementation.
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Affiliation(s)
- Stephanie A Kelly
- College of Nursing, The Ohio State University, 1585 Neal Ave, Columbus, OH 43210, USA, Prevention Research Center, Arizona State University, 900 S. McAllister Ave, Suite 205, Tempe, AZ 85287, USA and College of Nursing & Health Innovation, Arizona State University, 400 N. 3 St, Phoenix, AZ 85004, USA
| | - Krista Oswalt
- College of Nursing, The Ohio State University, 1585 Neal Ave, Columbus, OH 43210, USA, Prevention Research Center, Arizona State University, 900 S. McAllister Ave, Suite 205, Tempe, AZ 85287, USA and College of Nursing & Health Innovation, Arizona State University, 400 N. 3 St, Phoenix, AZ 85004, USA
| | - Bernadette Mazurek Melnyk
- College of Nursing, The Ohio State University, 1585 Neal Ave, Columbus, OH 43210, USA, Prevention Research Center, Arizona State University, 900 S. McAllister Ave, Suite 205, Tempe, AZ 85287, USA and College of Nursing & Health Innovation, Arizona State University, 400 N. 3 St, Phoenix, AZ 85004, USA
| | - Diana Jacobson
- College of Nursing, The Ohio State University, 1585 Neal Ave, Columbus, OH 43210, USA, Prevention Research Center, Arizona State University, 900 S. McAllister Ave, Suite 205, Tempe, AZ 85287, USA and College of Nursing & Health Innovation, Arizona State University, 400 N. 3 St, Phoenix, AZ 85004, USA
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Alhassan S, Whitt-Glover MC. Intervention fidelity in a teacher-led program to promote physical activity in preschool-age children. Prev Med 2014; 69 Suppl 1:S34-6. [PMID: 25066019 DOI: 10.1016/j.ypmed.2014.07.024] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/09/2014] [Revised: 07/14/2014] [Accepted: 07/17/2014] [Indexed: 11/15/2022]
Abstract
OBJECTIVE To examine protocol fidelity among teachers involved in a six-month cluster-randomized physical activity (PA) intervention. METHODS In 2011, preschools in Springfield, MA were randomized to short bouts of structured PA (SBS-PA, n=5) or unstructured playtime (UPA, n=5). SBS-PA provided structured PA in the classroom during the first 10 min of gross-motor playtime followed by 20 min of unstructured playtime. UPA consisted of 30 min of unstructured playtime. All teachers (SBS-PA and UPA) received a written study protocol and 1.5h of training. SBS-PA also received videos to use to lead structured PA and 1.5 additional hours of training. Study fidelity and process evaluation were assessed twice weekly via semi-structured questionnaire. RESULTS Only 56.6% of SBS-PA and 75.2% of UPA free playtimes lasted for 30 min; 86.3% of SBS-PA teachers implemented structured PA during the first 10 min of gross-motor playtime but only 67.2% delivered the intervention as instructed. Only 68.5% of SBS-PA teachers implemented the 20-minute unstructured playtime. SBS-PA teachers reported that time limitations was a major barrier in implementing the designed intervention. Pre-post changes in PA did not differ between groups. CONCLUSION Limited fidelity to intervention protocol likely impacted study findings. Future studies should focus on strategies to improve adherence among intervention leaders.
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Affiliation(s)
- Sofiya Alhassan
- Department of Kinesiology, University of Massachusetts Amherst, 110 Totman Building, 30 Eastman Lane, Amherst, MA 01003, USA.
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Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention. ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES RESEARCH 2014; 40:494-506. [PMID: 23636711 DOI: 10.1007/s10488-013-0496-2] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
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Abstract
Behavior problems among preschool children are common. They are important targets for intervention because early externalizing problems and self-regulation issues tend to persist without appropriate attention, and can affect later mental health and school achievement outcomes. However, few preschool curricula addressing social and emotional development exist, and evidence for effects are mixed. In this study, the Second Step Pre/Kindergarten Social and Emotional Learning curriculum was adapted and tested in a small cluster randomized pilot study of community preschool classrooms to determine if it could improve outcomes in: (1) individual children's teacher-rated behavior problems and prosocial skills; (2) classroom climate (classroom interactions and two measures of disruptive behavior); and (3) teacher interaction skills. Year 1 outcomes were modest and were accounted for by baseline differences. In Year 2, classroom climate, measured by independent observers, differed significantly in intervention classrooms, largely because of declines in control classrooms, and there was some evidence for better teacher interaction skills in intervention classrooms. The pattern of effects suggests important impacts on classroom quality worth investigating in a larger study. Both fidelity and implementation rates, as well as positive teacher responses to the curriculum, indicate potential for widespread adoption.
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