2018
DOI: 10.1016/j.ecresq.2018.02.010
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Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler’s school readiness skills

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Cited by 19 publications
(24 citation statements)
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“…Consistent with our hypotheses, results revealed a significant main effect between implementation fidelity and EF gains. These findings are consistent with other intervention work in Head Start classrooms that demonstrated a significant positive relation between intervention fidelity and children’s EF skill development ( Marti et al, 2018 ). Importantly, this is the first study to statistically demonstrate the often hypothesized relation between Tools fidelity and EF gains ( Bodrova and Leong, 2019 ).…”
Section: Discussionsupporting
confidence: 90%
See 1 more Smart Citation
“…Consistent with our hypotheses, results revealed a significant main effect between implementation fidelity and EF gains. These findings are consistent with other intervention work in Head Start classrooms that demonstrated a significant positive relation between intervention fidelity and children’s EF skill development ( Marti et al, 2018 ). Importantly, this is the first study to statistically demonstrate the often hypothesized relation between Tools fidelity and EF gains ( Bodrova and Leong, 2019 ).…”
Section: Discussionsupporting
confidence: 90%
“…Research consistently suggests that intervention fidelity affects the program’s outcomes ( Durlak and DuPre, 2008 ). For example, one study examining a school readiness intervention in Head Start classrooms, demonstrated a significant positive relation between intervention fidelity and children’s EF skill development ( Marti et al, 2018 ). Fidelity is the only aspect of intervention implementation consistently measured in efficacy studies of Tools (e.g., Solomon et al, 2018 ).…”
Section: Effective Implementationmentioning
confidence: 99%
“…On alternate weeks, coaches observed classroom activity implementation, with modeling and live coaching support accompanying these sessions. All classrooms coaches either held or were pursuing a Masters or PhD degree in educational or psychological fields and received rigorous training and supervision by the project principal investigators (Marti et al, 2018 ).…”
Section: Methodsmentioning
confidence: 99%
“…In this study, we explore these issues through the lens of Getting Ready for School (GRS), a novel early intervention targeting teachers and parents that supports the development of school readiness skills in preschool children from socioeconomically disadvantaged backgrounds (Noble et al, 2012 ; Marti et al, 2018 ). GRS is unique in its focus on all three of the main school readiness domains (early literacy, math, and self-regulation) and its equal emphasis on teachers and parents as agents of change.…”
Section: Introductionmentioning
confidence: 99%
“…For instance, a high-quality relationship may afford consultants with relational capital that facilitates the provision of constructive feedback on teachers' implementation; improved implementation would then lead to positive intervention outcomes. Indeed, among school-based interventions for preschoolers, fidelity is linked to positive child and teacher outcomes (Domitrovich et al, 2010;Marti et al, 2018;Sutherland et al, 2018), including prior work finding that fidelity to Banking Time practices contributed to positive dyadic teacher-child interactions (Alamos et al, 2018;LoCasale-Crouch et al, 2018). When children experienced high-fidelity Banking Time sessions-characterized by observing the child, labeling emotions, and following the child's lead-they showed greater gains in their observed positive engagement with the teacher compared to children in low-quality sessions (Alamos et al, 2018).…”
Section: Indirect Links Between Relationship Quality and Dyadic Teacher-child Interactions Through Implementation Fidelity And Dosagementioning
confidence: 99%