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Home > Team Intranet > Resource Hub > Module 9: Putting in Place Community-wide Triple P Fidelity Assessment Practices & Mircolessons
Module 9: Putting in Place Community-wide Triple P Fidelity Assessment Practices & Mircolessons
Learn how to build a fidelity assessment plan answering key questions for why, data source, who and when, and how.
Module 9: Putting in Place Community-wide Triple P Fidelity Assessment Practices -This Implementation Capacity for Triple P (ICTP) learning module simulates the development of a community-wide Triple P fidelity assessment plan for a fictional community, “Grand County” . Learning objectives include (1) describing the importance of program fidelity and (2) creating a community-wide Triple P fidelity assessment plan.
Microlesson 1:
Triple P Fidelity Assessment Resources and Strategies – This Implementation Capacity for Triple P (ICTP) microlesson takes the learner through several Triple P fidelity assessment resources and related strategies. Triple P fidelity assessment resources reviewed include Triple P Session Checklists, the Triple P Strengths Checklist for Content, and the Triple P Strengths Checklist for Competence. The Triple P Strengths Checklist for Context is also introduced briefly. Additional strategies for assessing Triple P fidelity are reviewed as related to program dose and participant engagement.
Microlesson 2:
Using Triple P Fidelity Data to Improve Your Community Triple P Implementation Infrastructure – This Implementation Capacity for Triple P (ICTP) microlesson simulates the use of Triple P fidelity data from a fictional community, -Grand County,- to improve that community’s Triple P implementation infrastructure and practices. The aims are to better support practitioners in key areas of Triple P delivery and to improve fidelity assessment practices across the community.
Microlesson 3:
Using Triple P Fidelity Data to Improve Practitioners’ Delivery of Triple P – This Implementation Capacity for Triple P (ICTP) microlesson simulates the use of Triple P fidelity data from a fictional community, -Grand County,- to improve practitioners’ delivery of Triple P. The integration and use of community-wide fidelity data in practitioners’ ongoing Triple P coaching practices is reviewed.
