A Comparison of Fidelity Implementation Frameworks Used in the Field of Early Intervention

Autor/inn/en	Lemire, Colombe; Rousseau, Michel; Dionne, Carmen
Titel	A Comparison of Fidelity Implementation Frameworks Used in the Field of Early Intervention
Quelle	In: American Journal of Evaluation, 44 (2023) 2, S.236-252 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lemire, Colombe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-2140
DOI	10.1177/10982140211008978
Schlagwörter	Early Intervention; Fidelity; Program Implementation; Compliance (Legal); Evaluation; Journal Articles; Definitions; Differences; Convergent Thinking; Causal Models; Research Reports + Suchen Sie Ihr Suchwort? Evaluierung; Journal article; Zeitschriftenaufsatz; Begriffsbestimmung; Unterscheiden; Kausalanalyse; Research report; Forschungsbericht
Abstract	Implementation fidelity is the degree of compliance with which the core elements of program or intervention practices are used as intended. The scientific literature reveals gaps in defining and assessing implementation fidelity in early intervention: lack of common definitions and conceptual framework as well as their lack of application. Through a critical review of the scientific literature, this article aims to identify information that can be used to develop a common language and guidelines for assessing implementation fidelity. An analysis of 46 theoretical and empirical papers about early intervention implementation, published between 1998 and 2018, identified four conceptual frameworks, in addition to that of Dane and Schneider. Following analysis of the conceptual frameworks, a four-component conceptualization of implementation fidelity (adherence, dosage, quality and participant responsiveness) is proposed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01