Aim
To describe the development of an intervention‐specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START‐Play) intervention was implemented as intended. Also, to quantify differences between START‐Play and usual early intervention (uEI) services.
Method
A fidelity measure for the START‐Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components, (2) establishing a measurement coding system, and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START‐Play randomized controlled trial were coded and compared between the START‐Play and uEI groups to measure five dimensions of START‐Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation.
Results
Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START‐Play therapists met the criteria for acceptable fidelity of the intervention (rates of START‐Play key component use ≥0.8; quality ratings ≥3 [on a scale of 1–4]). The START‐Play and uEI groups differed significantly in rates of START‐Play key component use and quality ratings.
Interpretation
The START‐Play fidelity measure successfully quantified key components of the START‐Play intervention, serving to differentiate START‐Play from uEI.
Sound levels in 275 K-12 midwestern classrooms have been logged every 10 s over two occupied school days (220 rooms over the 2015–2016 and 2016–2017 academic years) or four occupied school days (55 rooms in the 2017–2018 academic year). Measurements were made two or three times to capture data during both heating and cooling seasons. K-means clustering was used to group the data into times when speech was or was not occurring; then acoustic metrics were calculated from the clustered data. Demographic data and achievement data in the form of percentile ranks on math and reading tests were also collected for the students in each classroom and aggregated into classroom averages. Multivariate linear regression analysis on the initial dataset of 220 classrooms indicates that higher speech levels in classrooms correlate with lower math scores, with a significant interaction with the percentage of students receiving free or reduced-price lunches in the classroom. A statistically significant interaction is also found of non-speech levels and the percentage of gifted students in the classroom on reading scores. Data from the latter 55 classrooms are used to cross-validate the initial model. [Work supported by the United States Environmental Protection Agency Grant No. R835633.]
Purpose:
To evaluate validity, reliability, and sensitivity of the novel Means-End Problem-Solving Assessment Tool (MEPSAT).
Methods:
Children with typical development and those with motor delay were assessed throughout the first 2 years of life using the MEPSAT. MEPSAT scores were validated against the cognitive and motor subscales of the Bayley Scales of Development. Intra- and interrater reliability, developmental trends, and differences among groups were evaluated.
Results:
Changes in MEPSAT scores positively related to changes in Bayley scores across time for both groups of children. Strong intra- and interrater reliability was observed for MEPSAT scoring across all children. The MEPSAT was sensitive to identify change across time and differences in problem-solving among children with varying levels of motor delay.
Conclusions:
The MEPSAT is supported by validity and reliability evidence and is a simple tool for screening early problem-solving delays and evaluating change across time in children with a range of developmental abilities. What this adds to the evidence: The novel MEPSAT is supported by validity and reliability evidence. It is sensitive to detect problem-solving differences among young children with varying motor ability and to capture changes in problem-solving across time. It requires minimal equipment and time to administer and score and, thus, is a promising tool for clinicians to screen for early problem-solving delays or to track intervention progress in young children with or at risk for problem-solving delays.
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