TY - JOUR
T1 - Implementation quality
T2 - Lessons learned in the context of the Head Start REDI trial
AU - Domitrovich, Celene E.
AU - Gest, Scott D.
AU - Jones, Damon
AU - Gill, Sukhdeep
AU - DeRousie, Rebecca M.Sanford
N1 - Funding Information:
This project was supported by the National Institute for Child Health and Human Development grants HD046064 and HD43763 awarded to Karen L. Bierman of The Pennsylvania State University. The authors would like to thank the administration and teaching staff of the Head Start programs participating in the REDI project. We also extend our appreciation to the children and families for their participation.
PY - 2010
Y1 - 2010
N2 - This study uses data collected in the intervention classrooms (N= 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains.
AB - This study uses data collected in the intervention classrooms (N= 22) of Head Start REDI (Research-based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children's social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support. Multiple dimensions of implementation (Dosage, Fidelity, Generalization, and Child Engagement) were assessed across curriculum components. Results indicated that REDI Trainers perceived significant growth in teacher implementation quality over time but that patterns differed by implementation dimension. Dosage and Fidelity of all intervention components were high at the beginning of the year and remained so over time while Generalization was low at baseline but increased significantly across the year. Variation in implementation was associated with variation on several child outcome measures in the social-emotional domain but not in the language and literacy domains.
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U2 - 10.1016/j.ecresq.2010.04.001
DO - 10.1016/j.ecresq.2010.04.001
M3 - Article
C2 - 22844183
AN - SCOPUS:77953008870
SN - 0885-2006
VL - 25
SP - 284
EP - 298
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 3
ER -