Comparison of Intervention Fidelity between COPE TEEN and an Attention-Control Program in a Randomized Controlled Trial

Autor/inn/en	Kelly, Stephanie A.; Oswalt, Krista; Melnyk, Bernadette Mazurek; Jacobson, Diana
Titel	Comparison of Intervention Fidelity between COPE TEEN and an Attention-Control Program in a Randomized Controlled Trial
Quelle	In: Health Education Research, 30 (2015) 2, S.233-247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyu065
Schlagwörter	Intervention; Life Style; Health Promotion; High School Students; Secondary School Teachers; Error Correction; Feedback (Response); Attention Control; Skill Development; Cognitive Restructuring; Behavior Modification; Nutrition; Exercise; Comparative Analysis; Program Evaluation; Program Implementation; Fidelity; Health Behavior + Suchen Sie Ihr Suchwort? Lebensstil; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrektur; Aufmerksamkeitstest; Kompetenzentwicklung; Qualifikationsentwicklung; Behaviour modification; Verhaltensänderung; Ernährung; Übung; Programme evaluation; Programmevaluation; Health behaviour; Gesundheitsverhalten
Abstract	Fidelity in implementing an intervention is critical to accurately determine and interpret the effects of an intervention. It is important to monitor the manner in which the behavioral intervention is implemented (e.g. adaptations, delivery as intended and dose). Few interventions are implemented with 100% fidelity. In this study, high school health teachers implemented the intervention. To attribute study findings to the intervention, it was vital to know to what degree the intervention was implemented. Therefore, the purposes of this study were to evaluate intervention fidelity and to compare implementation fidelity between the creating opportunities for personal empowerment (COPE) Healthy Lifestyles TEEN (thinking, emotions, exercise, and nutrition) program, the experimental intervention and Healthy Teens, an attention-control intervention, in a randomized controlled trial with 779 adolescents from 11 high schools in the southwest region of the United States. Thirty teachers participated in this study. Findings indicated that the attention-control teachers implemented their intervention with greater fidelity than COPE TEEN teachers. It is possible due to the novel intervention and the teachers' unfamiliarity with cognitive-behavioral skills building, COPE TEEN teachers had less fidelity. It is important to assess novel skill development prior to the commencement of experimental interventions and to provide corrective feedback during the course of implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01