Article,
Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study
Contributors
Bleses, Dorthe
0000-0003-1670-4742
(Corresponding author)
[1]
[2]
Purtell, Kelly M.
0000-0002-7744-7543
[3]
[4]
Slot, Pauline
0000-0001-8940-2097
[5]
Hojen, Anders
0000-0003-2923-5084
[1]
[2]
Affiliations
- [1] Aarhus Univ, Ctr Integrated Register Based Res CIRRAU, Aarhus, Denmark [NORA names: AU Aarhus University; University; Denmark; Europe, EU; Nordic; OECD];
- [2] Aarhus Univ, Ctr Integrated Register Based Res CIRRAU, Aarhus, Denmark [NORA names: Lundbeck Foundation; Non-Profit Organisations; Denmark; Europe, EU; Nordic; OECD];
- [3] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA [NORA names: United States; America, North; OECD];
- [4] Ohio State Univ, Dept Educ Studies, Columbus, OH 43210 USA [NORA names: United States; America, North; OECD];
- [5] Univ Utrecht, Dept Child Family & Educ Studies, Utrecht, Netherlands [NORA names: Netherlands; Europe, EU; OECD];
(... more)
Abstract
Research has indicated that early educators' intervention fidelity is a significant predictor of children's respon-siveness 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 readi-ness " 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.
