Cet article présente les degrés d’accord interjuges entre deux évaluateurs pour les nouveaux domaines, la littératie et la numératie, du Programme EIS Évaluation Intervention Suivi, une adaptation francophone de l’Assessment, Evaluation, and Programming System (AEPS). Depuis plusieurs années, les tests d’évaluation conventionnels du développement sont source d’insatisfaction pour les intervenants oeuvrant auprès d’enfants présentant des incapacités, en raison des protocoles d’administration rigides et des exercices d’évaluation éloignés des comportements naturels de l’enfant, ce que pallie l’AEPS/EIS. Ce dernier, un outil d’évaluation du développement de l’enfant, vise dans sa nouvelle édition l’introduction des domaines de la littératie et de la numératie. Les questions de recherche de la présente étude concernent les degrés d’accord interjuges entre deux évaluateurs pour chacun des deux domaines et pour chacun des buts qui les composent. L’échantillon est constitué de 32 enfants, évalués dans leur milieu de vie. Les résultats montrent un degré d’accord excellent pour la littératie et substantiel pour la numératie. Seul un but en littératie présente un degré d’accord faible. De même, seule une absence d’accord est notée pour un but de la numératie. En conclusion, les nouveaux domaines présentent des qualités psychométriques intéressantes sur le plan de la fidélité. Cette étude est un apport au processus d’élaboration des domaines de la littératie et de la numératie de l’AEPS/EIS. Néanmoins, la poursuite de la validation de l’ensemble de la nouvelle édition demeure incontournable.This article presents the degree of interjudge reliability between two raters in regard to the new literacy and numeracy domains found in the Programme EIS Évaluation Intervention Suivi, which is the French traduction of the Assessment, Evaluation, and Programming System (AEPS). For several years now, actors working alongside children with disabilities have been unsatisfied with conventional tests evaluating the child’s development due to the rigid nature of the administrative protocols and the inconsistency of the assessment exercises when comparing them to the natural behavior of the child, two issues that are remedied with the AEPS. This tool for the assessment of the development of the child aims to introduce the domains of literacy and numeracy to its latest edition. The research questions tackled in the study are concerned with the interjudge reliability between two raters tasked with evaluating both domains as well as the objectives that constitute them. The sample is composed of 32 children who have been evaluated in their natural living environment. The results show an excellent interjudge reliability for literacy and a substantial one for numeracy. In conclusion, as far as their fidelity is concerned, the new domains present some interesting psychometric qualities. While this study contributes to the elaboration process surrounding AEPS’s domains of literacy and numeracy, more studies are required in order to further validate t...

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.

Dans les années 2000, les instances nationales américaines en intervention précoce ont balisé l’évaluation en intervention à la petite enfance. Les caractéristiques de l’AEPS®/EIS, un outil d’évaluation authentique, répondent à ces critères. Présentement, une 3e édition de l’outil est en élaboration; elle vise l’introduction de deux nouveaux domaines, la littératie et la numératie. Ces domaines sont notamment importants en tant que prédicteur de la réussite scolaire. Cet article présente le volet validité de contenu pour le domaine de la littératie d’une étude sur les qualités psychométriques de ces nouveaux domaines. Les principaux résultats montrent que les items du domaine de la littératie de l’AEPS®/EIS sont en majorité pertinents et fonctionnels.

Despite the recognized effectiveness of naturalistic intervention practices, including activity-based intervention (ABI), challenges remain regarding their implementation. Assessing implementation fidelity can help understand factors that may influence their implementation. This study aims to document the evolution of ABI implementation fidelity (Adherence, Dosage, Quality and Participant responsiveness) in daycare settings following professional development. The participants are four educators. The current study uses an embedded design. The predominant aspect is quantitative, that is, single-case research design with three measurement phases of 12 observation moments. In terms of Dosage, an increase in frequency of learning opportunities offered by educators is observed as the experiment progresses. For three educators, results show moderate and significant effects of professional development between Phases 1 and 3: 1) Nonoverlap of all pairs (NAP) = 0.84 (p < 0.01); 2) NAP = 0.78 (p < 0.05); 3) NAP = 0.87 (p < 0.01). A slight decrease in Quality can be observed when learning opportunities are adapted to children's developmental levels. This article highlights the importance of documenting several components of implementation fidelity.

There is a lack of standards regarding methods used to collect and assess data on implementation fidelity of early childhood intervention practices.Objectives: The purpose of this article is to document and discuss data collection methods that researchers could use for the complex process of evaluating implementation fidelity.Methods: We conducted a critical analysis of 27 empirical articles published between 1998 and 2019 on implementation of early childhood intervention practices, using the Matrix Method (Garrard, 2014).Results: Eight of the 26 studies used a log or implementation report. In 50 % of the studies (13/26), questionnaires collected information about quality of the intervention delivered, satisfaction and participant responsiveness. Direct or indirect observation (using video) was the most common collection method utilized. Most studies (16/26) used video observation. Conclusion:Using several methods rather than a single one is advantageous and allows for data triangulation. Different aspects of implementation fidelity must be considered, and information collected through a variety of methods, from different sources and on many occasions.