Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?

Abstract

Training prior to implementing evidence-based interventions (EBIs) is essential to reach high levels of fidelity. However, the time and cost of in-person training are often barriers to implementation. Online learning offers a potential solution, though few studies examine the relationship between online training and fidelity of implementation. This study explored whether teachers trained online have similar levels of adherence, dosage, quality of delivery, and student responsiveness compared to teachers trained in-person on the Botvin LifeSkills Training (LST) middle school program, a universal prevention intervention proven to reduce substance use and violence, as part of a national dissemination project. This study involved a sample of 989 LST teachers across 114 school districts, representing 296 schools in 14 states. All teachers were first trained in LST implementation between 2016 and 2019. Hierarchical linear models were used to assess relationships between training modality and the four fidelity outcomes. Online training was associated with lower ratings of quality of delivery compared to in-person training, but no significant associations existed between online training and adherence to the curriculum, dosage, or student responsiveness. Findings from this study generally indicate that online training builds competencies important for school-based EBI implementation, while also highlighting potential shortcomings related to quality of delivery. Ensuring the inclusion of experiential learning activities (e.g., practice delivering content, receiving feedback on delivery) may be key to quality of delivery as online trainings for facilitators of school-based EBIs evolve.

Effects of Teacher Training and Continued Support on the Delivery of an Evidence-Based HIV Prevention Program: Findings From a National Implementation Study in the Bahamas

“…Our study found that teachers who received inperson training and those who had higher-rated school coordinator and mentor support implemented greater numbers of core activities of FOYC + CImPACT, which underscores the critical role of these strategies in successful implementation of school-based HIV prevention programs. Consistent with findings from previous studies (Combs et al, 2021;Drake et al, 2015), our study found that teachers who received in-person training or both in-person and online training achieved the highest degree of implementation fidelity, followed by teachers who received online training only, and those who received no training performed the worst. Although teachers received curriculum information, models of core activities of the curriculum, and didactic sessions during the online training, they did not participate in role-plays, experiential practices, and teach-backs, which were available in in-person training.…”

“…In a national dissemination of an EBI on substance use and violence reduction for middle school students, Combs et al (2021) found that teachers trained online had similar levels of implementation fidelity measures, such as dosage delivered, adherence to the curriculum, and student responsiveness; however, the quality of delivery was lower than among teachers trained in-person. Becker et al (2014) found that teachers trained online achieved similar implementation quality and frequency of intervention delivery as those trained in-person.…”

Implementing a school-based HIV prevention program during public health emergencies: lessons learned in The Bahamas

“…Other researchers have had similar findings regarding online training. Researchers trained teachers to implement a life skills EBI through in-person or virtual modalities and found that those who received only online training rated the quality of the training lower, but the implementation quality in their classrooms did not differ from those that attended in-person trainings [ 40 ]. Thus, online training has the potential to be just as effective in preparing teachers to implement an EBI, and it affords more flexibility for teachers and trainers to attend safely, at their convenience (if the material is available asynchronously), and/or save travel costs, all of which provide a level of flexibility to mitigate barriers posed by crises.…”

Contextual factors contributing to quality implementation of the PAX good behaviour game in Estonia: the view of experienced coaches

“…Prog rammi toetuse tasandil on oluliseks osutunud näiteks õpetaja ja mentori koostöö kvali teet (Ransford et al, 2009;Wehby et al, 2012) ning metoodika kasutamise mudeldamine (Becker et al, 2013;Johnson et al, 2018). Kooli tasandil on leitud seoseid üldise koolikliimaga (Beets et al, 2008), juhtkonna toega (Combs et al, 2021;Ransford et al, 2009) ja suhete kvaliteediga kooli kollektiivis ( Gregory et al, 2007;Malloy et al, 2015). Õpetaja tasandil on leitud, et programmi rakendamise kvaliteeti mõjutavad psühholoogilised ressursid, näiteks läbi põlemine (Domitrovich et al, 2015;Musci et al, 2019).…”

“…Oluline on ka suhtumine SEpädevuste õpetamisse laiemalt (Beets et al, 2008;Malloy et al, 2015). Õpilaste tasandit on vaadatud vähim: on selgu nud, et programmide kasutamise kvaliteeti on mõjutanud õpi laste sotsiaalmajanduslik taust (Combs et al, 2021(Combs et al, , 2022. Samuti on leitud, et kvaliteeti mõjutab ebasobiva või agressiivse käitumise esialgne määr klassis (Combs et al, 2022;Musci et al, 2019).…”