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Evaluation Tools

Fidelity Checklists

For the Building Strength through Coping program to be effective, it must be delivered with fidelity.  Although facilitators may tailor their implementation of the program to their own personal style, it is important that all components of each lesson be delivered.  The following checklists assist in this process by specifying for each lesson the important components that should be completed during each implementation.  All of the forms are in pdf format.  Separate forms are provided for facilitators and observers.  Facilitators (and when possible, trained observers) should complete the forms to ensure that all components of each lesson are delivered with fidelity.

To calculate fidelity, the number of responses on the form recorded as “yes” should be divided by the total number of possible responses. Only “yes” responses should be used in calculating fidelity (not the “some” or “no” responses).  Fidelity should be examined as often as possible, but these assessments are particularly helpful for facilitator training and for ensuring the quality of program delivery when the program is delivered by multiple facilitators or when multiple implementations of the program are delivered over an extended time period.

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Facilitator Fidelity Checklists

Facilitator Fidelity Checklist Session 1 (pdf)

Facilitator Fidelity Checklist Session 2 (pdf)

Facilitator Fidelity Checklist Session 3 (pdf)

Facilitator Fidelity Checklist Session 4 (pdf)

Facilitator Fidelity Checklist Session 5 (pdf)

Facilitator Fidelity Checklist Session 6 (pdf)

Observer Fidelity Checklists

Observer Fidelity Checklist Session 1 (pdf)

Observer Fidelity Checklist Session 2 (pdf)

Observer Fidelity Checklist Session 3 (pdf)

Observer Fidelity Checklist Session 4 (pdf)

Observer Fidelity Checklist Session 5 (pdf)

Observer Fidelity Checklist Session 6 (pdf)

Pre-Post Participant Questionnaire

The pre-post questionnaire has two parts to evaluate the influence of the Building Strength through Coping program on parenting practices and parenting self-efficacy:  1) a short version of the “Parental Scaffolding Questionnaire” used in the two randomized controlled trials of the program described in the research section1,2 (the first 11 items) and 2) the self-efficacy questionnaire used in these same two studies (the last 8 items).  This questionnaire is in pdf format.

The short version of the parental scaffolding questionnaire has two subscales.  Scores on the first subscale, positive parenting strategies, should increase from pre- to posttest for parents who have completed the program; scores on the second subscale, dismiss/blame, should decrease.  Finally, scores on the self-efficacy questionnaire should increase from pre- to posttest for participating parents as well.

Pre-Post Participant Questionnaire (pdf)

Scoring the Pre-Post Participant Questionnaire

The positive parenting strategies score is calculated by taking the average of the following items:

1, 2, 5, 6, 8, 10, 11

That is, add up the responses to these seven items and divide by 7.

The dismiss/blame score is calculated by taking the average of the following items:

3, 4, 7, 9

Add up the responses of these four items and divide by 4.

The parenting self-efficacy score is calculated by taking the average of the following items:

12, 13, 14, 15, 16, 17, 18, 19

Add up the responses to these eight items and divide by 8.

1 Power, T. G., Ramos, G. G., Guerrero, Y. O., Diaz Martinez, A., Parker, L. A., & Lee, S. (2021).  Evaluation of a program to help low-income, Latina mothers help their children cope with stress.  Journal of Primary Prevention, 42, 257-277.

2 Power, T. G., Silva Garcia, K., Diaz Martinez, A., Parker, L. A., & Ramos, G. G. (2022).  Further evaluation of a program to help low-income, Latina mothers help their children cope with stress:  Effects on parenting, child coping, and adjustment.  Prevention Science, 23, 1018-1028.