Exploring Adaptation and Fidelity in Parenting Program Implementation: Implications for Practice With Families

The vast majority of evidence-based programs (EBPs) for parenting are manualized and, as evaluated in research settings, have been implemented with a high degree of fidelity. In the real world, providers make changes to evidence-based programs they deliver, including combining programs and modifying materials to meet client needs. Additional research on adaptation of EBPs delivered in natural settings is needed to understand the nature of and reasons for adaptation in program delivery. Moore, Bumbarger, & Cooper (2013) proposed a taxonomy for categorizing adaptations based on fit, timing, and valence. In order to examine the utility of this taxonomy, a qualitative study was conducted with parenting education practitioners to better understand the adaptation options and motivations facing practitioners. Semi-structured interviews were conducted with program coordinators from three community providers in a Southeastern U.S. state. Interviews were followed by an in-person focus groups with program coordinators and participants. Questions were adapted from Moore et al. to explore fit, timing, and valence. A new dimension, autonomy, was added to explore the degree to which the provider can freely make changes to the program or is constrained by external ecological influences. Qualitative responses were coded by two members of the research team across the four domains. Internal validity was assessed by a third team member coding a sample of the team’s coding for comparison. Implications for use of the Moore et al. taxonomy in natural settings are discussed, including implications for community providers in multicultural settings and who are facing real-world external pressures