Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families

Amie F. Bettencourt, Deborah Gross, Susan Breitenstein

Research output: Contribution to journalArticlepeer-review

Abstract

Young children first develop the social–behavioral skills needed to succeed in school from parents. However, most school-based interventions designed to bolster children’s social–behavioral skills have focused on strengthening teachers’ skills. This study examined the extent to which a 12-session group-based program for strengthening parenting skills, the Chicago Parent Program (CPP), could be implemented with fidelity in 12 urban schools serving a large population of young children (>95% African American or Latino) living in poverty. Parents of 380 prekindergarten students enrolled in the CPP. Data were collected on child behavior problems; parent satisfaction, attendance, and weekly practice completion; and implementation adherence and competence. Results indicated that CPP group leaders were highly adherent and competent; parents rated groups highly and attended an average of 8 sessions indicating CPP was implemented with high fidelity. Barriers and supports to implementation are reviewed, and implications for long-term sustainability of school-based interventions like CPP are discussed.

Original languageEnglish (US)
Pages (from-to)325-336
Number of pages12
JournalJournal of School Nursing
Volume35
Issue number5
DOIs
StatePublished - Oct 1 2019

Keywords

  • early childhood/early intervention
  • mental health
  • parent/family
  • program development/evaluation

ASJC Scopus subject areas

  • Nursing (miscellaneous)

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