Department of Psychology, University of Victoria, 3800 Finnerty Rd, Victoria, British Columbia, V8P 5C2, Canada.
Department of Psychology, St. Francis Xavier University, Antigonish, B2G 2W5, Nova Scotia, Canada.
Prev Sci. 2018 Nov;19(8):1066-1078. doi: 10.1007/s11121-018-0948-8.
Research on the processes that enhance implementation fidelity is needed to increase understanding of ways to advance the uptake and sustainability of evidence-based programs (Berkel et al. in Prevention Science, 12, 23-33, 2011; Berkel et al. 2017). We propose and test a theoretical model of interrelations among implementation fidelity (i.e., adherence to program components), and rarely investigated activities of program users that may enhance fidelity; namely integration of program strategies into daily activities and children's use of program strategies (CUoPS). These were assessed across the initial 2 years of the implementation of the WITS peer victimization prevention programs in 16 Canadian rural schools. WITS stands for Walk away, Ignore, Talk it out, and Seek help. All schools were implementing the program. We examined the interrelations among these implementation indicators and their effects on child outcomes targeted by the WITS Programs (i.e., social responsibility, prosocial leadership, peer victimization, emotional symptoms, and aggression). Four implementation assessments were collected from children (n = 1326), their parents, and teachers in the fall and spring of two academic years. The within-time correlations among fidelity, integration, and CUoPS were significant at each assessment. Cross-lagged models showed fidelity and integration, and CUoPS and integration were reciprocally related during each academic year. CUoPS predicted higher subsequent levels of fidelity during and across academic years. Suggestions are given for training and coaching to enhance teachers' integration of program strategies into daily life and for creating opportunities for school staff to observe children using program strategies in order to enhance implementation fidelity.
需要研究增强实施保真度的过程，以增加对推进基于证据的项目（Berkel 等人，《预防科学》，12，23-33，2011；Berkel 等人，2017）采用和可持续性的方法的理解。我们提出并测试了一个实施保真度（即，遵循项目组件）与项目使用者很少研究的可能增强保真度的活动之间相互关系的理论模型；即，将项目策略整合到日常活动中和儿童使用项目策略（CUoPS）中。这些活动是在 WITS 同伴受害预防计划在加拿大 16 所农村学校实施的头 2 年中进行评估的。WITS 代表“走开、忽略、谈一谈、寻求帮助”。所有学校都在实施该计划。我们检查了这些实施指标之间的相互关系及其对 WITS 计划针对的儿童结果（即，社会责任、亲社会领导力、同伴受害、情绪症状和攻击行为）的影响。在两个学年的秋季和春季，从儿童（n=1326）、他们的父母和教师那里收集了四次实施评估。在每次评估中，保真度、整合和 CUoPS 之间的同期相关均具有统计学意义。交叉滞后模型显示，在每个学年中，保真度和整合以及 CUoPS 和整合是相互关联的。CUoPS 预测了在学年内和跨学年内更高的后续保真度水平。为了增强教师将项目策略融入日常生活的能力，并为学校工作人员创造观察儿童使用项目策略的机会，以提高实施保真度，提出了培训和辅导建议。
