Fidelity in After-School Program Intervention Research: A Systematic Review

被引：20

作者：

Maynard, Brandy R. ^{[1
,2
]}

Peters, Kristen E. ^{[1
]}

Vaughn, Michael G. ^{[1
]}

Sarteschi, Christine M. ^{[3
]}

机构：

[1] St Louis Univ, Sch Social Work, St Louis, MO 63103 USA

[2] Univ Texas Austin, Meadows Ctr Preventing Educ Risk, Austin, TX 78712 USA

[3] Chatham Univ, Sch Social Work, Pittsburgh, PA USA

来源：

RESEARCH ON SOCIAL WORK PRACTICE | 2013年 / 23卷 / 06期

关键词：

after-school programs; intervention fidelity; TREATMENT INTEGRITY; TREATMENT IMPLEMENTATION; OUTCOMES; PREVENTION; METAANALYSIS; CURRICULUM; CHILDREN; ISSUES;

D O I：

10.1177/1049731513491150

中图分类号：

C916 [社会工作、社会管理、社会规划];

学科分类号：

1204 ;

摘要：

Objective: This study examined whether and to what extent researchers addressed intervention fidelity in research of after-school programs serving at-risk students. Method: Systematic review procedures were used to search, retrieve, select, and analyze studies for this review. Fifty-five intervention studies were assessed on the following components of intervention fidelity: strategies to enhance fidelity, measurement of fidelity, and use of fidelity data in data analysis and interpretation. Results: Of the 55 studies examined, only 55% reported well-defined intervention procedures, 42% used an intervention manual, 33% provided training on the intervention, 24% provided supervision for the implementers, 29% measured fidelity, only 4% used fidelity data in their analysis, and no studies reported the reliability of fidelity measures. Conclusion: Findings indicate an overall lack of attention to and reporting of intervention fidelity in after-school intervention studies. Implications for practice, policy, and research are discussed.

引用

页码：613 / 623

页数：11