Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Dorthe Bleses; Marinka M. Willemsen; Kelly M. Purtell; Laura M. Justice; Pauline Slot; Line Dybdal; Anders Højen

doi:10.1016/j.ecresq.2022.12.006

Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Dorthe Bleses^*
, Marinka M. Willemsen
, Kelly M. Purtell
, Laura M. Justice
, Pauline Slot
, Line Dybdal
, Anders Højen

^*Corresponding author for this work

Education and Learning: Development & Education of Youth in Diverse Societies

Aarhus University
Ohio State University
Rambøll Management Consulting

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well as characteristics particular to the individual educator, showed reliable profiles of general and intervention-specific implementation readiness, which were associated with proportion of fulltime educators, employees with a teaching-related pre-service education, and investment in professional development. Higher and more positive implementation readiness predicted implementation dosage and adherence to early childhood interventions.

Original language	English
Pages (from-to)	156-168
Number of pages	13
Journal	Early Childhood Research Quarterly
Volume	63
Early online date	18 Dec 2022
DOIs	https://doi.org/10.1016/j.ecresq.2022.12.006
Publication status	Published - 1 Apr 2023

Bibliographical note

Funding Information:
This research was supported from a grant by from The Strategic Research Council (No. 11-115756) and TrygFonden. We wish to thanks the participating municipalities, teachers, and children.

Publisher Copyright:
© 2022 The Author(s)

Funding

This research was supported from a grant by from The Strategic Research Council (No. 11-115756) and TrygFonden. We wish to thanks the participating municipalities, teachers, and children.

Funders	Funder number
Strategic Re-search Council
TrygFonden
???publication-publication-funding-organisation-not-added???	11-115756

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Early childhood education
Educator readiness
Fidelity
Intervention
Profiles
Program implementation

Access to Document

10.1016/j.ecresq.2022.12.006Licence: CC BY

Early childhood educatorFinal published version, 1.17 MBLicence: CC BY

Cite this

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title = "Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study",

abstract = "Research has indicated that early educators{\textquoteright} intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well as characteristics particular to the individual educator, showed reliable profiles of general and intervention-specific implementation readiness, which were associated with proportion of fulltime educators, employees with a teaching-related pre-service education, and investment in professional development. Higher and more positive implementation readiness predicted implementation dosage and adherence to early childhood interventions.",

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note = "Funding Information: This research was supported from a grant by from The Strategic Research Council (No. 11-115756) and TrygFonden. We wish to thanks the participating municipalities, teachers, and children. Publisher Copyright: {\textcopyright} 2022 The Author(s)",

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AU - Bleses, Dorthe

AU - Willemsen, Marinka M.

AU - Purtell, Kelly M.

AU - Justice, Laura M.

AU - Slot, Pauline

AU - Dybdal, Line

AU - Højen, Anders

N1 - Funding Information: This research was supported from a grant by from The Strategic Research Council (No. 11-115756) and TrygFonden. We wish to thanks the participating municipalities, teachers, and children. Publisher Copyright: © 2022 The Author(s)

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N2 - Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well as characteristics particular to the individual educator, showed reliable profiles of general and intervention-specific implementation readiness, which were associated with proportion of fulltime educators, employees with a teaching-related pre-service education, and investment in professional development. Higher and more positive implementation readiness predicted implementation dosage and adherence to early childhood interventions.

AB - Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding of predictors of intervention fidelity in early childhood settings, this study adopted a person-centered approach to identify profiles of “implementation readiness” in 1,192 Danish educators, and to examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well as characteristics particular to the individual educator, showed reliable profiles of general and intervention-specific implementation readiness, which were associated with proportion of fulltime educators, employees with a teaching-related pre-service education, and investment in professional development. Higher and more positive implementation readiness predicted implementation dosage and adherence to early childhood interventions.

KW - Early childhood education

KW - Educator readiness

KW - Fidelity

KW - Intervention

KW - Profiles

KW - Program implementation

UR - https://www.scopus.com/pages/publications/85144344414

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SN - 0885-2006

VL - 63

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EP - 168

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

ER -

Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

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Cite this