open access publication

Article, 2023

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

Early Childhood Research Quarterly, ISSN 1873-7706, 0885-2006, Volume 63, Pages 156-168, 10.1016/j.ecresq.2022.12.006

Contributors

Bleses, Dorthe 0000-0003-1670-4742 (Corresponding author) [1] Willemsen, Marinka Marianne [1] Purtell, Kelly M 0000-0002-7744-7543 [2] Justice, Laura M [2] Slot, Pauline Louise 0000-0001-8940-2097 [3] Dybdal, Line [4] Højen, Anders 0000-0003-2923-5084 [1]

Affiliations

  1. [1] Aarhus University
    2. [NORA names: AU Aarhus University; University; Denmark; Europe, EU; Nordic; OECD];
  2. [2] The Ohio State University
    3. [NORA names: United States; America, North; OECD];
  3. [3] Utrecht University
    4. [NORA names: Netherlands; Europe, EU; OECD];
  4. [4] Rambøll Management Consulting, Aarhus, Denmark
    5. [NORA names: Ramboll Group; Private Research; Denmark; Europe, EU; Nordic; OECD]

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.

Keywords

Danish education, adherence, analysis, approach, associated with proportion, characteristics, childhood intervention, childhood settings, children's responses, classroom, classroom interventions, development, dosage, early childhood intervention, early childhood settings, education, employees, fidelity, findings, fulltime education, implementation, implementation dosage, implementation fidelity, implementation readiness, individual education, intervention, intervention fidelity, investment, latent profile analysis, multilevel latent profile analysis, person-centered approach, person-centered study, pre-service education, predictors, professional development, profile, profile analysis, readiness, relations, research, response, sets, setting-level characteristics, study

Funders

  • Academy of Finland
  • TrygFonden

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