Mihee An1, Jayden Nord2, Natalie A Koziol2, Stacey C Dusing3, Audrey E Kane4, Michele A Lobo5, Sarah W Mccoy6, Regina T Harbourne7. 1. Department of Physical Therapy, Kaya University, Gimhae, Republic of Korea. 2. Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska, Lincoln, NE, USA. 3. Division of Biokinesiology and Physical Therapy, University of Southern California, Los Angeles, CA, USA. 4. Department of Physical Therapy, Virginia Commonwealth University, Richmond, VA, USA. 5. Department of Physical Therapy, University of Delaware, Newark, DE, USA. 6. Department of Physical Therapy, University of Washington, Seattle, WA, USA. 7. Department of Physical Therapy, Duquesne University, Pittsburgh, PA, USA.
Abstract
AIM: To describe the development of an intervention-specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START-Play) intervention was implemented as intended. Also, to quantify differences between START-Play and usual early intervention (uEI) services. METHOD: A fidelity measure for the START-Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components, (2) establishing a measurement coding system, and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START-Play randomized controlled trial were coded and compared between the START-Play and uEI groups to measure five dimensions of START-Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation. RESULTS: Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START-Play therapists met the criteria for acceptable fidelity of the intervention (rates of START-Play key component use ≥0.8; quality ratings ≥3 [on a scale of 1-4]). The START-Play and uEI groups differed significantly in rates of START-Play key component use and quality ratings. INTERPRETATION: The START-Play fidelity measure successfully quantified key components of the START-Play intervention, serving to differentiate START-Play from uEI.
RCT Entities:
AIM: To describe the development of an intervention-specific fidelity measure and its utilization and to determine whether the newly developed Sitting Together and Reaching to Play (START-Play) intervention was implemented as intended. Also, to quantify differences between START-Play and usual early intervention (uEI) services. METHOD: A fidelity measure for the START-Play intervention was developed for children with neuromotor disorders by: (1) identifying key intervention components, (2) establishing a measurement coding system, and (3) testing the reliability of instrument scores. After establishing acceptable interrater reliability, 103 intervention videos from the START-Play randomized controlled trial were coded and compared between the START-Play and uEI groups to measure five dimensions of START-Play fidelity, including adherence, dosage, quality of intervention, participant responsiveness, and program differentiation. RESULTS: Fifteen fidelity variables out of 17 had good to excellent interrater reliability evidence with intraclass correlation coefficients (ICCs) ranging from 0.77 to 0.95. The START-Play therapists met the criteria for acceptable fidelity of the intervention (rates of START-Play key component use ≥0.8; quality ratings ≥3 [on a scale of 1-4]). The START-Play and uEI groups differed significantly in rates of START-Play key component use and quality ratings. INTERPRETATION: The START-Play fidelity measure successfully quantified key components of the START-Play intervention, serving to differentiate START-Play from uEI.
Authors: Stacey C Dusing; Regina T Harbourne; Lin-Ya Hsu; Natalie A Koziol; Kari Kretch; Barbara Sargent; Sandra Jensen-Willett; Sarah Westcott McCoy; Douglas L Vanderbilt Journal: Phys Ther Date: 2022-07-04
Authors: Regina T Harbourne; Stacey C Dusing; Michele A Lobo; Sarah W McCoy; Natalie A Koziol; Lin-Ya Hsu; Sandra Willett; Emily C Marcinowski; Iryna Babik; Andrea B Cunha; Mihee An; Hui-Ju Chang; James A Bovaird; Susan M Sheridan Journal: Phys Ther Date: 2021-02-04