Child Care and Early Education Research Connections

Skip to main content

Does fidelity of implementation account for changes in teacher-child interactions in a randomized controlled trial of Banking Time?

Share
Description:
This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher-child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher-child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher-child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher-child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Teacher-child relationship quality and beyond: Unpacking quality in Early Head Start classrooms in 2018

Reports & Papersview

Early child care experiences and attachment representations at age 18 years: Evidence from the NICHD study of early child care and youth development

Reports & Papersview

The state of early childhood education & pre-kindergarten Arkansas

Reports & Papersview
Release: 'v1.13.0' | Built: 2022-08-08 12:44:31 EDT