Children, Youth, Families & Schools, Nebraska Center for Research on


Date of this Version



Published in Early Childhood Research Quarterly 2010 July 1; 25(3): 299–313
doi: 10.1016/j.ecresq.2009.05.003


Published in Early Childhood Research Quarterly (2009); doi: 10.1016/j.ecresq.2009.05.003 Copyright © 2009, published by Elsevier Inc. Used by permission. Published online June 8, 2009.


The implementation efforts of 65 early childhood professionals involved in the Getting Ready project, an integrated, multi-systemic intervention that promotes school readiness through parent engagement for children from birth to age five, were investigated. Digital videotaped records of professionals engaged in home visits with families across both treatment and comparison conditions were coded objectively using a partial–interval recording system to identify and record early childhood professionals’ implementation of intervention strategies and their effectiveness in promoting parent engagement and interest in their child. Adherence, quality of intervention delivery, differentiation between groups, and participant responsiveness were assessed as multiple dimensions of fidelity. Early childhood professionals in the treatment group relative to the comparison group demonstrated greater frequency of adherence to some intervention strategies, as well as higher rates of total strategy use. In addition, significant positive relationships were found between years of experience, education and quality of intervention delivery. Quality of intervention delivery was different by program type (Early Head Start versus Head Start). Adherence in the treatment group was correlated with the rate of contact between parent and early childhood professional during the home visit.