Early childhood educator's implementation readiness and intervention fidelity: Findings from a person-centered study

Research has indicated that early educators’ intervention fidelity is a significant predictor of children's responsiveness to classroom interventions. To improve understanding predictors in childhood settings, this study adopted person-centered approach identify profiles “implementation readiness” 1,192 Danish educators, and examine relations with implementation fidelity. Multilevel latent profile analyses including setting-level characteristics as well particular the individual educator, showed reliable general intervention-specific readiness, which were associated proportion fulltime employees teaching-related pre-service education, investment professional development. Higher more positive readiness predicted dosage adherence