Fidelity of implementation of activity-based intervention in daycare

ABSTRACT

Despite the recognized effectiveness of naturalistic intervention practices, including activity-based intervention (ABI), challenges remain regarding their implementation. Assessing implementation fidelity can help understand factors that may influence their implementation. This study aims to document the evolution of ABI implementation fidelity (Adherence, Dosage, Quality and Participant responsiveness) in daycare settings following professional development. The participants are four educators. The current study uses an embedded design. The predominant aspect is quantitative, that is, single-case research design with three measurement phases of 12 observation moments. In terms of Dosage, an increase in the frequency of learning opportunities offered by educators is observed as the experiment progresses. For three educators, results show moderate and significant effects of professional development between Phases 1 and 3. A slight decrease in Quality can be observed when learning opportunities are adapted to children's developmental levels. This article highlights the importance of documenting several components of implementation fidelity.

KEYWORDS:

• Naturalistic intervention
• implementation fidelity
• daycare

Acknowledgements

Ethical approval: Informed consent was obtained from all participants included in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Observation moments according to activity contexts are in the following order: no. 1 snacking; no. 2 free play; no. 3 structured play; no. 4 snacking; no. 5 free play; no. 6 structured play; etc. Training was provided between Phases 1 and 2; coaching was provided between Phases 2 and 3.7.

Additional information

Funding

This work was supported by Fonds de recherche du Quebec Societe et Culture [grant number FRQSC 189836]; Social Sciences and Humanities Research Council of Canada [grant number SSHRC 767-2016-8004].

Notes on contributors

Colombe Lemire

Colombe Lemire has a PhD in psychoeducation and works as a Professor at the University of Québec at Trois-Rivières (UQTR) in Canada Department of psychoeducation. Her research activities focus on the implementation of naturalistic intervention practices to support the developpment of young children at risk, with or without disabilities. Her research interest also includes the psychometrice validation of authentic assessment tools.

Carmen Dionne

Carmen Dionne earned a PhD in psychopedagogy of the University of Montréal. Dr. Dionne is Professor at the UQTR since 1997. Dr. Dionne has served as Principal Investigator on numerous research studies focused on early intervention and early childhood special education. Actually, she is the Principal Investigator of the partnership grant « Early intervention in daycare settings: intersectoral model of support for children in inclusive daycare centres. She is titular since 2015 of the UNESCO Chair on screening and assessment of young children.

Michel Rousseau

Michel Rousseau has a PhD in measurement and evaluation of Laval University. Dr. Rousseau is Professor at the Department of psychoeducation UQTR since 2011. His research interests are about Psychometry, Item Response Theory, Quantitative Methods, Program Evaluation. He is the co-director of the Research Group on Inclusive Early Intervention.