Dynamic Adaptation During Initial Implementation
| Rationale for Adaptation . | Source of the Evidence . | Adaptations to Content . |
|---|---|---|
| • It was challenging for parents and teachers to problem-solve what strategies were most appropriate to deal with different situations and different child behaviors. • Understanding situations from the child’s perspective was also difficult. | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. | • We designed additional content to ensure participants developed a better understanding of young children’s behavior and the reasons for child “misbehavior.” • We placed greater emphasis on children’s emotions and thoughts when discussing child behaviors. |
| • Self-identifying as an Irie parent or an Irie teacher was a powerful motivator for parents and teachers to adopt the strategies introduced through the programs. | Facilitator reflections on training/in-class support sessions. Qualitative interviews with participants and facilitators | • We included explicit references to being an Irie parent/Irie teacher throughout the program (eg, in discussions, problem-solving activities, practice activities, homework assignments). • Parents/teachers sign an “I am an Irie parent/teacher” oath on completion of the program. |
| • Some parents and teachers viewed corporal punishment as severe physical discipline only. Terms such as “touch,” “brush off” are used to describe corporal punishment that involves slapping. • Similarly, psychological aggression (eg, threatening to hit a child, yelling) is not perceived as violence. | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. Qualitative interviews with participants and facilitators | • We have included clear definitions of violence against children using common terminology used in Jamaica. • We explicitly link the use of positive discipline, and refraining to use corporal punishment and psychological aggression, as the behavior of an Irie parent/teacher. |
| • Although the frequency of teachers’ use of violence against children reduced by 67% in our effectiveness trial, 72% of teachers continued to use corporal punishment and 55% continued to use psychological aggression. • Teachers reported resorting to violence when they were frustrated by children’s behavior. | Quantitative and qualitative evaluation of intervention trials | • We have designed additional content to increase teachers’ executive function skills and self-regulatory capacities. • This includes strengthening the content around individual goal setting, and training teachers in “calming down” techniques (eg, stop, think and problem solve). |
| • Principal support was an important factor in setting school-wide expectations, promoting teachers’ use of the strategies and promoting the programs with parents. | Facilitator reflections on training/in-class support sessions. Qualitative interviews with participants and facilitators | • We developed four 90-min principal-training modules focusing on how to: (1) support teachers, (2) engage parents in the programs, and (3) create an “Irie school.” |
| • Teachers needed additional guidelines and support for integrating the strategies into everyday teaching and learning activities | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. | • We prepared structured lesson plans, using content from the Jamaican early childhood curriculum, to guide teachers in how to use key strategies during everyday lessons. |
| • Although the ICT led to benefits to the quality of instructional support in early childhood classrooms with an effect size of 0.61 SD, scores remained in the low range and the benefits were not sustained at 1-year follow-up. | Quantitative evaluation of the ICT | • We developed an additional module for the ICT to promote teachers’ use of appropriate instructional support strategies. • This included: (1) how to promote children’s critical thinking skills, (2) how to give affirmative and corrective feedback, and (3) language facilitation skills. These skills were introduced through interactive reading activities and then generalized to everyday teaching and learning activities. |
| Rationale for Adaptation . | Source of the Evidence . | Adaptations to Content . |
|---|---|---|
| • It was challenging for parents and teachers to problem-solve what strategies were most appropriate to deal with different situations and different child behaviors. • Understanding situations from the child’s perspective was also difficult. | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. | • We designed additional content to ensure participants developed a better understanding of young children’s behavior and the reasons for child “misbehavior.” • We placed greater emphasis on children’s emotions and thoughts when discussing child behaviors. |
| • Self-identifying as an Irie parent or an Irie teacher was a powerful motivator for parents and teachers to adopt the strategies introduced through the programs. | Facilitator reflections on training/in-class support sessions. Qualitative interviews with participants and facilitators | • We included explicit references to being an Irie parent/Irie teacher throughout the program (eg, in discussions, problem-solving activities, practice activities, homework assignments). • Parents/teachers sign an “I am an Irie parent/teacher” oath on completion of the program. |
| • Some parents and teachers viewed corporal punishment as severe physical discipline only. Terms such as “touch,” “brush off” are used to describe corporal punishment that involves slapping. • Similarly, psychological aggression (eg, threatening to hit a child, yelling) is not perceived as violence. | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. Qualitative interviews with participants and facilitators | • We have included clear definitions of violence against children using common terminology used in Jamaica. • We explicitly link the use of positive discipline, and refraining to use corporal punishment and psychological aggression, as the behavior of an Irie parent/teacher. |
| • Although the frequency of teachers’ use of violence against children reduced by 67% in our effectiveness trial, 72% of teachers continued to use corporal punishment and 55% continued to use psychological aggression. • Teachers reported resorting to violence when they were frustrated by children’s behavior. | Quantitative and qualitative evaluation of intervention trials | • We have designed additional content to increase teachers’ executive function skills and self-regulatory capacities. • This includes strengthening the content around individual goal setting, and training teachers in “calming down” techniques (eg, stop, think and problem solve). |
| • Principal support was an important factor in setting school-wide expectations, promoting teachers’ use of the strategies and promoting the programs with parents. | Facilitator reflections on training/in-class support sessions. Qualitative interviews with participants and facilitators | • We developed four 90-min principal-training modules focusing on how to: (1) support teachers, (2) engage parents in the programs, and (3) create an “Irie school.” |
| • Teachers needed additional guidelines and support for integrating the strategies into everyday teaching and learning activities | Facilitator reflections on training/in-class support sessions. Participant feedback during training/in-class support sessions. | • We prepared structured lesson plans, using content from the Jamaican early childhood curriculum, to guide teachers in how to use key strategies during everyday lessons. |
| • Although the ICT led to benefits to the quality of instructional support in early childhood classrooms with an effect size of 0.61 SD, scores remained in the low range and the benefits were not sustained at 1-year follow-up. | Quantitative evaluation of the ICT | • We developed an additional module for the ICT to promote teachers’ use of appropriate instructional support strategies. • This included: (1) how to promote children’s critical thinking skills, (2) how to give affirmative and corrective feedback, and (3) language facilitation skills. These skills were introduced through interactive reading activities and then generalized to everyday teaching and learning activities. |
ICT, Irie Classroom Toolbox.