Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity

Biel, Christa Haring; Buzhardt, Jay; Brown, Jennifer A.; Romano, Mollie; Lorio, Ciera M.; Windsor, Kelly S.; Kaczmarek, Louise A.; Gwin, Rachel; Sandall, Susan S.; Goldstein, Howard

doi:10.1016/j.ecresq.2018.12.002

Cited by 38 publications

(17 citation statements)

References 73 publications

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“…Despite recognizing the need to deliver vital parenting programs, monitoring fidelity has been historically ignored (5,6). Fidelity refers to the extent to which a healthcare program follows an explicit set of criteria specifically designed for its particular program model (7)(8)(9). However, defining and operationalizing program fidelity for parenting programs is difficult due to their interactive and dynamic nature (10,11).…”

Section: Introductionmentioning

confidence: 99%

Fidelity Assessment Checklist Development for Community Nursing Research in Early Childhood

Anis

Benzies

Ewashen

et al. 2021

Front. Public Health

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Nurses play an important role in promoting positive childhood development via early interventions intended to support parenting. Despite recognizing the need to deliver vital parenting programs, monitoring fidelity has largely been ignored. Fidelity refers to the degree to which healthcare programs follow a well-defined set of criteria specifically designed for a particular program model. With increasing demands for early intervention programs to be delivered by non-specialists, rigorous yet pragmatic strategies for maintaining fidelity are needed. This paper describes the step-by-step development and evaluation of a program fidelity measure, using the Attachment and Child Health (ATTACH™) parenting program as an exemplar. The overall quality index for program delivery varied between “very good” to “excellent,” with a mean of 4.3/5. Development of checklists like the ATTACH™ fidelity assessment checklist enables the systematic evaluation of program delivery and identification of therapeutic components that enable targeted efforts at improvement. In future, research should examine links between program fidelity and targeted outcomes to ascertain if increased fidelity scores yield more favorable effects of parenting programs.

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Section: Introductionmentioning

confidence: 99%

Fidelity Assessment Checklist Development for Community Nursing Research in Early Childhood

Anis

Benzies

Ewashen

et al. 2021

Front. Public Health

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“…Systematically teaching parents to implement intervention strategies increases treatment dosage allowing children with ASD to receive the recommended 10-25 h of weekly services (McManus et al, 2019;Virues-Ortega, 2010). However, parents must implement the intervention often and accurately in order for child communication to improve (Barton & Fettig, 2013;Haring Biel et al, 2019). In other words, parent fidelity as measured by quantity and quality of intervention delivery is a crucial component that contributes to child intervention outcomes.…”

Section: Fidelity In Parent-implemented Interventionmentioning

confidence: 99%

“…The use of a macro-code may also have applications in clinical settings due to its feasibility. Addressing the research-to-practice gap through implementation science is a necessary next step in improving outcomes for children with ASD (Barton & Fettig, 2013;Haring Biel et al, 2019;Vivanti et al, 2018). Parent-implemented interventions are used at varying degrees in clinical practice, and few clinicians who provide these communication interventions report using parent observation (Douglas et al, 2020).…”

Section: Applications Of Macro-codingmentioning

confidence: 99%

Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types

Sone

Kaat

Roberts

2021

Autism

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Children with autism spectrum disorder benefit from early, intensive interventions to improve social communication, and parent-implemented interventions are a feasible, family-centered way to increase treatment dosage. The success of such interventions is dependent on a parent’s ability to implement the strategies with fidelity. However, measurement of parent strategy use varies across studies. Most studies use one of two types of observational coding measures (macro- and micro-codes). Macro-codes are known for being efficient while micro-codes are known for being precise. This study evaluates the reliability and validity of the NDBI-Fi, a macro-code, compared to a micro-code. Parent–child interaction videos for 177 participants were used to compare these measures. Results demonstrated that the NDBI-Fi had strong inter-rater reliability. It also had strong convergent validity with the micro-code after intervention. In addition, the NDBI-Fi was sensitive to change, and it demonstrated precision comparable to the micro-code. Furthermore, a novel scoring procedure detected differences in parents who learned different intervention strategy types. However, the NDBI-Fi did not demonstrate strong validity before intervention, particularly when measuring responsive intervention strategies. Taken together, findings support the use of the NDBI-Fi as an outcome measure, and future work should focus on continued development of valid pre-intervention macro-codes. Lay abstract Children with autism spectrum disorder benefit from early intervention to improve social communication, and parent-implemented interventions are a feasible and family-centered way to increase the amount of treatment they receive. For these treatments to be effective, it is important for the parent to implement the strategies as intended. However, measurement of parent strategy use is inconsistent across studies of parent-implemented interventions. This study evaluates the quality of the NDBI-Fi, an efficient measure, compared to a more time-consuming measure that is known to be precise. Videos of parents playing with their children were used to compare these two measurement methods. Results demonstrated that the NDBI-Fi was of good quality: scorers had high levels of agreement, the NDBI-Fi was similar to the more precise measure in rating parents after intervention, it detected changes from before to after intervention, and it detected differences when parents learned different types of intervention strategies. The NDBI-Fi was not as precise as the other measure across all strategies before parents learned intervention. Taken together, the findings of this study support the use of the NDBI-Fi as a high-quality outcome measure.

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“…Intervention programs that combine this interaction style with delivery methods (Biel et al, 2020;Ramirez et al, 2020) that include a progress-monitoring/feedback function to help adults improve their performance can be effectively taught by health care professionals and home visitors, serve as the vision and mission of community prevention programs, and can be disseminated widely in prevention information campaigns. A selection of English and Spanish child/family intervention programs that have reported forms of effectiveness include the following:…”

Section: Interventions At the Child/family Levelmentioning

confidence: 99%

Progress Toward a Multisectoral Community Intervention Approach to Prevention of the Word Gap

et al. 2021

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Children learn language through the interactions they have with their parents/caregivers beginning at birth. Hart and Risley ( 1995 ) discovered an inequity in the home language input children received from parents/caregivers. Children reared in low-income families received less input (conversations, turns) from parents than did children reared in more advantaged families. Less language input was linked to a disparity in children’s vocabulary learning by age 3. The long-term result of this social determinant of early language/literacy learning is a life trajectory of poor educational, economic, and health attainment for many children in families with limited resources, at vast cost to individuals, communities, and the nation. What is needed is an approach to word-gap prevention that is capable of achieving positive individual, community, and population outcomes. Translating research into practice, we developed the Bridging the Word Gap Community Action Planning Guide (BWG-CAPG) using a combined behavior-analytic, community psychology, and public health framework for this purpose (Greenwood et al., 2017 ). We also developed a progress-monitoring measure, the online BWG Community Check Box Evaluation System, to provide feedback on a community’s actions and progress in implementing their plan. Results from an initial pilot investigation within and across three community sectors in a large urban city were promising. BWG Community Check Box results indicated a number of desired outcomes: (a) capacity development and mobilization, (b) community implementation actions, and (c) community changes in practices, programs, and policies. Implications are discussed.

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Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity

Cited by 38 publications

References 73 publications

Fidelity Assessment Checklist Development for Community Nursing Research in Early Childhood

Fidelity Assessment Checklist Development for Community Nursing Research in Early Childhood

Measuring parent strategy use in early intervention: Reliability and validity of the Naturalistic Developmental Behavioral Intervention Fidelity Rating Scale across strategy types

Progress Toward a Multisectoral Community Intervention Approach to Prevention of the Word Gap

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