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Does fidelity of implementation account for changes in teacher-child interactions in a randomized controlled trial of Banking Time?

Resource Type: Reports & Papers
Author(s): LoCasale-Crouch, Jennifer; Williford, Amanda P.; Whittaker, Jessica E. Vick; DeCoster, Jamie; Alamos, Pilar;
Date Issued: January-March 2018
Description: This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher-child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher-child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher-child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher-child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Journal of Research on Educational Effectiveness
Volume Number: 11
Issue Number: 1
Page Range: 35-55
Topics: Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Interventions/Curricula
Country: United States
ISSN: 1934-5739 Online
1934-5747 Paper
Peer Reviewed: yes
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