ERIC Number: EJ1372721
Record Type: Journal
Publication Date: 2023-Apr
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-3007
EISSN: EISSN-1538-4772
Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model
Christopher Vatland; Erin E. Barton; Lam Pham; Lise Fox; Mary Louise Hemmeter; Gary Henry
Journal of Positive Behavior Interventions, v25 n2 p83-94 Apr 2023
In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance.
Descriptors: Test Construction, Test Validity, Program Implementation, Evidence Based Practice, Early Childhood Education, Fidelity, Program Evaluation, Evaluation Methods, Factor Analysis
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150141