ABSTRACT

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 the 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. 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.

摘要

尽管包括基于活动的干预 (ABI) 在内的自然干预实践的有效性得到公认，但其实施仍面临挑战。评估实施保真度有助于了解可能影响实施的因素。本研究旨在记录专业发展后日托机构中 ABI 实施保真度（依从性、剂量、质量和参与者响应性）的演变。参与者是四位教育工作者。目前的研究使用嵌入式设计。主要方面是定量的，即具有 12 个观测时刻的三个测量阶段的单案例研究设计。在剂量方面，随着实验的进展，观察到教育工作者提供的学习机会的频率增加。对于三位教育工作者来说，结果显示，在第 1 阶段和第 3 阶段之间的专业发展有中等和显着的影响。当学习机会适应儿童的发展水平时，可以观察到质量略有下降。本文强调了记录实现保真度的几个组件的重要性。