An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies

Dunst, Carl J.; Trivette, Carol M.; Raab, Melinda

doi:10.1177/1053815113502235

Cited by 92 publications

(95 citation statements)

References 59 publications

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“…Both research and experience indicates that staff who see the value and importance of an intervention practice are more likely to seek out and participate in training to learn to use the practice, where the fidelity of the training received is likely to influence the fidelity of staff use of the intervention practice (Dunst, 2012;Dunst, Trivette, & Raab, 2013).…”

Section: Patterns Of Resultsmentioning

confidence: 99%

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

Dunst

Trivette

Raab

2014

Journal of Education and Training Studies

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Factors associated with Head Start staff participation in a classroom-based professional development project to promote their use of evidence-based child learning opportunity practices and evidence-based responsive teaching procedures were examined in a study of 36 teachers and teacher assistants in 19 different classrooms. The factors constituting the focus of investigation included work climate, staff belief appraisals (career aspirations, personal motivation, Developmentally Appropriate Practices beliefs), staff receptiveness to the professional development training, staff judgments of the social validity of the practices constituting the focus of training, and staff background characteristics (age, education, years of experience). Results showed that Head Start staff members' personal beliefs, receptiveness to the training, and their judgments of the social validity of the classroom practices constituting the focus of training were related to staff judgments of their participation in the training which in turn were related to their active engagement in learning to use the classroom practices. The implications of the findings for practice are described in terms of the need to use methods and procedures that actively engage staff in professional development opportunities.

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Section: Patterns Of Resultsmentioning

confidence: 99%

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

Dunst

Trivette

Raab

2014

Journal of Education and Training Studies

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“…The development, implementation, and evaluation of the language intervention model and practices was accomplished as part of a model-demonstration project where project staff facilitated early intervention practitioners' understanding and use of the model where practitioners in turn facilitated parents' use of the intervention model practices with their children. An implementation science framework (Kelly, 2012) was used to conceptualize and operationalize the relationships between project staff, practitioner, and parent practices, where practitioner and parent fidelity of use of the language intervention model and practices were expected to be related to differences in interest-based child learning opportunities and child language development (Carroll et al, 2007;Dunst, Trivette, & Raab, 2013c). The project was implemented at four early intervention programs for infants and toddlers with identified disabilities and established developmental delays.…”

Section: Learning Practicesmentioning

confidence: 99%

Interest-based everyday child language learning

Dunst

Raab

Hamby

2016

Revista de Logopedia, Foniatría y Audiología

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Introduction. This paper includes a description of an intervention model and research on the effectiveness of the model and associated practices that used child interest-based participation in everyday activities as sources of communication and language learning opportunities. Methodology. The intervention included four components: (a) interest-based child learning opportunities, (b) everyday family and community activities as sources of child learning opportunities, (c) methods for increasing child participation in interest-based everyday activities, and (d) parents' use of responsive teaching for promoting child communication and language competence. The participants were 21 practitioners and 58 families of infants and toddlers with developmental delays. The intervention was implemented in the children's home by their parents an average of 12 months. Structural equation modeling was used to trace the effects of practitioner and parent fidelity of the intervention practices to rates of child language learning. Results. The more children participated in interest-based everyday activities, the greater the growth in the children's language acquisition. The results also showed that practitioner and parent fidelity of use of the practices were indirectly related to changes in children's language development mediated by parents' judgments of the usefulness of the practices and the frequency of child participation in interest-based everyday activities. Discussion and Conclusion. Results indicated that incorporating children's interests into everyday child language learning activities was an effective intervention strategy. The difference between practitioner-and parent-implemented everyday child language learning practices are described as are the implications for practice.Introduccion. Este artículo presenta un modelo de intervención y una investigación centrado en la efectividad del modelo y en las prácticas asociadas que usan los intereses del niño para promover su participación en las actividades diarias para el aprendizaje de la comunicación y el lenguaje.Metodología. La intervención constó de cuatro componentes: (a) oportunidades de aprendizaje basadas en el interés del niño, (b) actividades diarias de la familia y la comunidad entendidas como fuentes de oportunidades para el aprendizaje del niño, (c) métodos para aumentar la participación del niño en actividades diarias basadas en sus intereses, y (d) el uso por parte de los padres de una enseñanza responsiva para promover competencias de comunicación y lenguaje en el niño. Participaron 21 profesionales y 48 familias con niños con problemas en el desarrollo. La intervención se llevó a cabo en el hogar de los niños. Fueron los padres quienes la implementaron y duró una media de 12 meses. Se usó un modelo de ecuación estructural para trazar los efectos de la fidelización de los profesionales y los padres a las prácticas del programa en el índice de aprendizaje del lenguaje en el niño.Resultados. Cuanto más participaban los niños en actividades diarias basadas en s...

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“…The types of linkages that Yoon et al (2007) call for are those that implementation science methodologists (Kelly and Perkins, 2012) consider necessary for demonstrating the direct effects of implementation practices (in-service professional development) on the use of intervention practices (e.g., teacher instructional methods), the direct effects of intervention practices on learner outcomes (e.g., student achievement), and the indirect effects of implementation practices on learner outcomes mediated by intervention practices (Dunst et al, 2013;Rudnick et al, 2012). These types of studies, and research syntheses of the studies, are the next generation of research that is likely to shed light on how in-service professional development influences and is related to both teacher and student outcomes.…”

Section: Snow-renner Andmentioning

confidence: 99%

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

Dunst¹,

Bruder²,

Hamby³

2015

Educ. Res. Rev.

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Findings from a metasynthesis of 15 research reviews of in service professional development to improve or change teacher content knowledge and practice and student/child knowledge and behavior are described. The research reviews included 550 studies of more than 50,000 early intervention, preschool, elementary, and secondary education teachers, educators, and practitioners. The goal of metasynthesis is to identify the common and core features of in service professional development associated with changes and improvements in educator and student outcomes. In-service professional development experts' contentions about the key characteristics and core features of effective in-service training were used to code and analyze the research reviews. Results showed that in-service professional development was most effective when it included trainer introduction, demonstration, and explanation of the benefits of mastering content knowledge or practice, active and authentic teacher learning experiences, opportunities for teachers to reflect on their learning experiences, coach or mentor supports and feedback during the in-service training, extended follow-up supports to reinforce in-service learning, and in-service training and follow-up supports of sufficient duration and intensity to have discernible teacher and student effects. Implications for improving in-service professional development are described.Key words: Metasynthesis, case studies, in-service professional development core features, teacher change, student change. INTRODUCTIONIn-service professional development and continuing education are considered essential for educators to become proficient and sustain expertise in their teaching professions (Donovan and others 1999;Guskey 2002;Guskey 2014 (Akiba et al., 2007;Lewis et al., 1999). At least one reason for teachers' judgments of their lack of preparedness is the type of continuing professional development either offered or procured as part of in-service training opportunities.As part of a status report on teacher development, Darling-Hammond et al. (2009) found that attendance at one-time workshops, conferences, or training sessions are the primary types of in-service professional development for nearly all teachers and that other types of in-service training considered more effective are experienced much less often. Similar findings were reported by Lewis et al. (1999) as part of their analyses of the in-service experiences associated with teacher preparedness and quality. Darling-Hammond et al. (2009) concluded their review of teacher professional development by stating, "We found that well-designed professional development is still relatively rare, and few of the nation's teachers have access to regular opportunities for intensive learning" (p. 19).The purpose of the metasynthesis described in this paper was to ascertain the extent to which studies of inservice professional development that included key characteristics and core features of in-service training considered effective by professional development...

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An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies

Cited by 92 publications

References 59 publications

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

Factors Associated with Head Start Staff Participation in Classroom-Based Professional Development

Interest-based everyday child language learning

Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes

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