TY - JOUR
T1 - Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families
AU - Bettencourt, Amie F.
AU - Gross, Deborah
AU - Breitenstein, Susan
N1 - Funding Information:
The ChiPP Project was funded by grants from the Leonard & Helen R. Stulman Charitable Foundation, the Harry and Jeanette Weinberg Foundation, the Abell Foundation, the Annie E. Casey Foundation, the Wright Family Foundation, and the T. Rowe Price Foundation. The authors gratefully acknowledge the support of the Baltimore City Public Schools leadership, staf f, and families; the Fund for Educational Excellence; and the ChiPP Project group leaders; and Marissa Duprey, Dominese Gajudo, Grace Ho, Taylor Kitayama, Melissa Kurtz Uveges, Alexandra Wodka, and Jenna Zehler for their assistance with recruitment and data collection. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2018.
PY - 2019/10/1
Y1 - 2019/10/1
N2 - 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.
AB - 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.
KW - early childhood/early intervention
KW - mental health
KW - parent/family
KW - program development/evaluation
UR - http://www.scopus.com/inward/record.url?scp=85049880289&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049880289&partnerID=8YFLogxK
U2 - 10.1177/1059840518786995
DO - 10.1177/1059840518786995
M3 - Article
C2 - 29996719
AN - SCOPUS:85049880289
SN - 1059-8405
VL - 35
SP - 325
EP - 336
JO - Journal of School Nursing
JF - Journal of School Nursing
IS - 5
ER -