Abstract: Do Implementer Perceptions Predict Pro-Fidelity Beliefs? (Society for Prevention Research 24th Annual Meeting)

250 Do Implementer Perceptions Predict Pro-Fidelity Beliefs?

Wednesday, June 1, 2016
Pacific D/L (Hyatt Regency San Francisco)
* noted as presenting author
Jonathan Pettigrew, PhD, Assistant Professor, Arizona State University, Tempe, AZ
Ryan Gagnon, MA, Graduate Research Assistant, Clemson University, Norfolk, VA
Rationale: Implementation of prevention curricula affects outcomes, so it is important to measure how programs are delivered. This, however, can be resource-intensive. Live observations require highly trained personnel, not to mention logistical coordination. Video records hold promise for measuring implementation, but these also require extensive investment of time and personnel. Thus, additional research on effective and efficient measures of implementation is needed. In this study we investigate how a combination of implementer perceptions about themselves, their experience, and program training co-vary with pro-fidelity beliefs.

Methods: Self-report surveys were administered in March 2015 during Dale se REAL drug and violence prevention program training events. The sample included 51 participants from 23 youth-serving institutions (18 private schools, 5 community groups) in 3 geo-political regions (Managua, Masaya, and Granada) of Nicaragua, Central America. Participants were predominately Latino (n = 41, 89%) and female (n= 26, 51%) with 12 participants not reporting gender; and, they reported an average of 10.9 years teaching (range = .5 – 30 years). We measured pro-fidelity beliefs, teacher’s perceived autonomy over their curriculum and classroom, experience ever delivering prevention programs, perceived efficacy of the training, and program buy-in. Measures were based on previous research and deemed reliable with alpha coefficients ranging from .69 to .93. We computed a hierarchical multiple regression to determine the potential effect of implementer perceptions (autonomy, experience, training, and buy-in) on pro-fidelity beliefs.

Results: Results show that in this sample teacher autonomy, experience, and efficacy had no meaningful or significant effect on teacher pro-fidelity beliefs. However, buy-in to the Dale se REAL program significantly predicted pro-fidelity scores (R2 = .49, F(1, 47) = 45.63, p < .001; adjusted R2 = .48).

Implications: This study illustrates that program buy-in may be a potentially useful self-report measure that relates to pro-fidelity beliefs. Data collection and analysis is underway to explore how implementer perceptions and pro-fidelity beliefs predict observations of adherence and delivery quality. From these self-report and observational data sets we will investigate which self-report measures, if any, adequately predict observed implementation quality with the goal of linking these findings with youth behaviors. Such advances will provide prevention scientists with strategies to effectively and efficiently account for implementation effects on outcomes.