Unpacking the Black Box of Early Interventions through Broadened Measurement of Implementation Fidelity

Session Type: Paper Symposium

Abstract

Early childhood interventions targeting important academic and social-emotional skills have had mixed success (McClelland et al., 2017; Sun-Joo et al., 2020), and varied levels of implementation fidelity may help to explain differences in efficacy. However, many intervention studies do not go beyond traditional measures of dosage and adherence when considering implementation fidelity. To unpack the black box of early interventions, the three papers in this symposium explore issues of which interventions work, for whom, and under what conditions by expanding the conceptualization of implementation fidelity beyond narrow measures. The first paper introduces a four-step protocol for capturing young children’s engagement as a measure of implementation fidelity. In applying the protocol to an intervention aimed at developing preschoolers’ social-emotional and math skills, the authors demonstrate the importance of considering engagement as a multidimensional and varied construct. The second paper also explores individual differences in children’s response to an intervention and how these differences may inform iterative intervention development, as the authors identified patterns of learning in response to an early cognitive training intervention to clarify optimal practice schedules. In the third paper, the authors analyzed implementation fidelity for a teacher-implemented self-regulation intervention by assessing teaching fidelity, quality, and child responsiveness. Results showed that teacher responsiveness and teaching quality related to child academic outcomes. Finally, an expert discussant will synthesize and provide commentary on how the three studies, focused on varied content matter and utilizing a range of methodologies, provide insight into the broadened measurement of implementation fidelity of early interventions.

Sub Unit

• Prevention and Interventions

Chair

• Brianna Devlin, University of Oregon

Discussant

• Sara Rimm-Kaufman, University of Virginia - Charlottesville

Individual Presentations

• Applying a Four-Step Protocol for Capturing Young Children’s Engagement as a Measure of Implementation Fidelity of a Semi-Structured Block Play Intervention - Presenting Author: Brianna Devlin, University of Oregon; Tanya Maria Paes, St. Jude Children's Research Hospital - Memphis; Elyssa A Geer, University of Oregon; Lindsey Bryant, Purdue University, West Lafayette; Tracy Zehner, University of Oregon, Eugene; Irem Korucu, Yale University; Kathleen Morse; Robert Duncan, Purdue University, West Lafayette; David James Purpura, Purdue University, West Lafayette; Sara Anne Schmitt, University of Oregon

• Patterns of Skill Development in Preschool Cognitive Training Studies - Presenting Author: Andrew Ribner, University of Pittsburgh; Lucia Huerga, University of Pittsburgh; Melissa E Libertus, University of Pittsburgh

• Beyond the Basics: Exploring Fidelity of Red Light Purple Light! and Links with Child Outcomes - Presenting Author: Bridget E Hatfield, Oregon State University - Corvallis; Christopher Gonzales, University of California - Davis; Shauna L Tominey, Oregon State University - Corvallis; Alexis Tracy; Megan M McClelland, Oregon State University - Corvallis