A Mixed-Methods Investigation Examining Site-Level Variation in Reach Out and Read Implementation.
OBJECTIVE: Reach Out and Read (ROR) is an evidence-based early childhood intervention that has been implemented at scale, yet description of ROR implementation is inconsistent. This study engages implementation science to examine ROR delivery and site-level variation. METHODS: As part of an ongoing...
| Published in: | Academic Pediatrics Vol. 23; no. 5; pp. 913 - 922 |
|---|---|
| Main Authors: | , , , , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Elsevier B.V.
Jul2023
|
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174989719&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174989719 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 18762859 8NBK jtl: Academic Pediatrics issn: 18762859 maglogo: N pubinfo: dt: Jul2023 vid: 23 iid: 5 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 174989719 174989719 174989719 10.1016/j.acap.2022.11.015 174989719 ppf: 913 ppct: 9 formats: fmt: @attributes: type: P tig: atl: A Mixed-Methods Investigation Examining Site-Level Variation in Reach Out and Read Implementation. aug: au: Jimenez, Manuel E. Hemler, Jennifer R. Uthirasamy, Nila Bator, Alicja Forbes, Darlene H. Lucas, Michael Ramachandran, Usha Crabtree, Benjamin F. Mackie, Thomas I. affil: TagedPDepartment of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ sug: subj: Program Implementation Early Childhood Intervention Implementation Science Reading Information Literacy Human Multimethod Studies Community Health Centers Poverty Hispanic Americans Interviews Descriptive Statistics Checklists Adult Parents Education Educational Status Thematic Analysis Books Conceptual Framework Policy Making Adult: 19-44 years ab: OBJECTIVE: Reach Out and Read (ROR) is an evidence-based early childhood intervention that has been implemented at scale, yet description of ROR implementation is inconsistent. This study engages implementation science to examine ROR delivery and site-level variation. METHODS: As part of an ongoing clinical trial, we conducted a mixed-methods study in 3 community health centers (CHCs) that serve low-income Latino families. We integrated quantitative parent survey data, qualitative data from monthly key informant interviews with ROR site leaders over 1 year, and in-depth interviews with 18 additional clinicians. At enrollment, parents reported whether they received a children's book, guidance on reading, and modeling from clinicians. We analyzed quantitative data using descriptive statistics, and qualitative data iteratively engaging emergent and a priori codes drawn from the Template for Intervention Description and Replication Checklist. RESULTS: Three hundred Latino parents (mean age: 31; 75% ≤HS education) completed surveys. The mean child age was 8 months. Overall, most parents reported receiving a book (84%) and guidance (73%), but fewer experienced modeling (23%). Components parents received varied across CHCs. Two themes emerged to explain the variation observed: 1) differences in the perceived purpose of shared reading and book delivery aligned with variation in implementation, and 2) site-level barriers affected what components were implemented. CONCLUSION: Because of substantive variation in ROR implementation across sites, systematic descriptions using established frameworks and corresponding measurement to characterize ROR implementation may enhance our understanding of mechanisms underlying ROR's effects, which clinicians and policymakers can use to maximize ROR's impact. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|