Integrating the little talks intervention into Early Head Start: An experimental examination of implementation supports involving fidelity monitoring and performance feedback |
| |
| Institution: | 1. Lehigh University, College of Education, 111 Research Drive, Bethlehem, PA 18015, United States;2. Children''s Hospital of Philadelphia, 4401 Civic Center Boulevard, Philadelphia, PA 19104, United States;3. Utah State University, Family, Consumer, and Human Development, Old Main Hill, Logan, UT 84322, United States;1. Kempe Center for the Prevention and Treatment of Child Abuse and Neglect, University of Colorado School of Medicine, Department of Pediatrics, 13123 East 16th Avenue, B390, Aurora, CO 80045, United States;2. International Child Rights Center, 21, Sajik-ro 12-gil, Jongno-gu, Seoul, Republic of Korea;1. Department of Applied Economics, University of Minnesota, 1994 Buford Avenue, St. Paul, MN 55108, United States;2. Human Capital Research Collaborative, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455, United States;3. Institute of Child Development, University of Minnesota, 51 E River Road, Minneapolis, MN 55455, United States;4. Humphrey School of Public Affairs, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455, United States;5. Department of Organizational Leadership, Policy and Development, University of Minnesota, 206 Burton Hall, Minneapolis, MN 55455, United States;1. Department of Psychology, Royal Holloway University of London, TW20 0EX, UK;2. Children''s HIV Association, The Wool Hall. 12 St. Thomas Street, Bristol BS1 6JJ, UK;1. Department of Didactics and School Organization, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Tolosa Avenue 70, 20018 San Sebastian, (Spain);2. Departament of History and Theory of Education, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Tolosa Avenue 70, 20018 San Sebastian, (Spain);3. Department of Evolutionary Psychology and Education, Faculty of Psychology, University of the Basque Country (UPV/EHU), Tolosa Avenue 70, 20018 San Sebastian, (Spain);1. University of Wisconsin—Milwaukee, Helen Bader School of Social Welfare, Department of Social Work, Enderis Hall, Room 1045, 2400 E. Hartford Ave, Milwaukee, WI 53211, United States;2. University of Wisconsin—Milwaukee, Center for Aging and Translational Research, Milwaukee, United States;3. Mid-Atlantic Region, Huntington''s Disease Youth Organization, Washington D.C., United States |
| |
| Abstract: | Enriching home visiting services by incorporating scientifically-supported interventions is a means for improving their effectiveness in promoting child development. However, deliberate efforts to ensure that home visitors are fully knowledgeable and supported to implement interventions with parents of young children are necessary. In this experimental study, a randomly-assigned group of Early Head Start home visitors monitored the fidelity of their provision of a scientifically-based intervention, Little Talks, and the program's general child development services. On a bi-weekly basis, home visitors received performance feedback specific to their implementation of Little Talks and based upon the fidelity data. Findings demonstrated that home visitors showed immediate and consistent mastery of the Little Talks content, while the quality of their implementation, including their clinical decision-making and collaborative processes, improved to adequate levels over time. The Little Talks home visitors showed generalized improvements in their ability to obtain Parent Input while providing the program's typical child development services were detected. In fact, Little Talks home visitors' were superior in obtaining Parent Input relative to comparison home visitors. Further, parents for whom low-quality intervention implementation was observed discontinued their enrollment in home visiting prematurely, while high-quality implementation was associated with sustained enrollment. Limitations for this study are identified, leading to future directions for advancing home visitors' incorporation of evidence-based practices. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
