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J Sch Nurs. 2019 Oct;35(5):325-336. doi: 10.1177/1059840518786995. Epub 2018 Jul 11.

Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families.

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1 Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
2 Johns Hopkins University School of Nursing, Baltimore, MD, USA.
3 Department of Community, Systems and Mental Health Nursing, Rush University College of Nursing, Chicago, IL, USA.


Young children first develop the social-behavioral skills needed to succeed in school from parents. However, most school-based interventions designed to bolster children's social-behavioral skills have focused on strengthening teachers' skills. This study examined the extent to which a 12-session group-based program for strengthening parenting skills, the Chicago Parent Program (CPP), could be implemented with fidelity in 12 urban schools serving a large population of young children (>95% African American or Latino) living in poverty. Parents of 380 prekindergarten students enrolled in the CPP. Data were collected on child behavior problems; parent satisfaction, attendance, and weekly practice completion; and implementation adherence and competence. Results indicated that CPP group leaders were highly adherent and competent; parents rated groups highly and attended an average of 8 sessions indicating CPP was implemented with high fidelity. Barriers and supports to implementation are reviewed, and implications for long-term sustainability of school-based interventions like CPP are discussed.


early childhood/early intervention; mental health; parent/family; program development/evaluation


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