The Cascading Effects of Multiple Dimensions of Implementation on Program Outcomes: a Test of a Theoretical Model

Abstract

This study tests a theoretical cascade model in which multiple dimensions of facilitator delivery predict indicators of participant responsiveness, which in turn lead to improvements in targeted program outcomes. An effectiveness trial of the 10-session New Beginnings Program for divorcing families was implemented in partnership with four county-level family courts. This study included 366 families assigned to the intervention condition who attended at least one session. Independent observers provided ratings of program delivery (i.e., fidelity to the curriculum and process quality). Facilitators reported on parent attendance and parents' competence in home practice of program skills. At pretest and posttest, children reported on parenting and parents reported child mental health. We hypothesized effects of quality on attendance, fidelity and attendance on home practice, and home practice on improvements in parenting and child mental health. Structural Equation Modeling with mediation and moderation analyses were used to test these associations. Results indicated quality was significantly associated with attendance, and attendance moderated the effect of fidelity on home practice. Home practice was a significant mediator of the links between fidelity and improvements in parent-child relationship quality and child externalizing and internalizing problems. Findings provide support for fidelity to the curriculum, process quality, attendance, and home practice as valid predictors of program outcomes for mothers and fathers. Future directions for assessing implementation in community settings are discussed.

Exploring values affecting e-Learning adoption from the user-generated-content: A consumption-value-theory perspective

“…This is another reason why some courses have higher subscriptions over other similar courses. Earlier researchers have also found a relationship between facilitator quality and the listener's performance (Paulus, Larey, & Ortega, 1995;Higginbotham & Myler, 2010;Berkel et al, 2018). Thus in line with earlier research works, we also suppose: H4: Facilitator quality (quality values) has a positive influence on intention to use the e-Learning platform.…”

“…Unlike what earlier researchers (Ali et al, 2018;Albelbisi & Yusop, 2019) have found, the study results show that course quality has no significant relationship with intention to take up courses from an e-Learning platform. However, what earlier researchers have found (Higginbotham & Myler, 2010;Berkel et al, 2018;Belanger & Carter, 2008;Seufert, 2012;Silic et al, 2018;Ray et al, 2019a), facilitator quality and course reliability have positive relationships with intention to take up courses from an e-Learning platform. Some possible reasons can be: First, earlier researchers have found that course quality (Li et al, 2011;Yang et al, 2017) and course flexibility (Liao et al, 2011) has a positive influence on usage-intention.…”

Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field

“…Because skill is often measured as an outcome rather than as a determinant, limited research exists with regard to the predictive association between skill and implementation. One study found a positive association between clinician skill and client outcomes in the implementation of an EBP in family court (Berkel et al., ).…”

Measures of Facilitator Competent Adherence Used in Parenting Programs and Their Psychometric Properties: A Systematic Review

“…Among the latter, factor loadings were close to the threshold in many of the studies, with some above and below the cut-off and other indicators (e.g., model fit) close to those considered high quality. For example, a study by Berkel et al ( 2018 ) was assessed as low quality with a comparative fit index of 0.90—which still represents quite good model fit. Despite over half of the studies not meeting COSMIN criteria, the measures are mostly capturing their intended constructs providing evidence that assessment results can be trusted.…”