Search

As implementation scientists know well, evaluating fidelity is essential for researchers and practitioners when making sure they implement a plan as intended. However, the concept of fidelity remains unclear, given that various conceptualizations exist within and across disciplines. To help researchers and practitioners understand fidelity, a conceptual framework integrating definitions within and across disciplines is needed. The study we report on here aimed to review the many different terms for and definitions of fidelity to create such an integrated interdisciplinary conceptual framework. We performed a rigorous and structured literature review, known as a scoping review. The 77 documents included in this scoping review: (1) defined fidelity by the degree to which a plan is implemented as planned, and (2) discussed fidelity as a concept, definition, conceptualization, facet, dimension, conceptual framework, model, or theoretical model. We used techniques that will be familiar to interdisciplinarians to find the commonalities amid the differences, allowing us to propose an integrated framework for this sort of endeavor. The conceptual framework we propose includes consideration of levels, dimensions, and relationships between key terms in the reviewed literature. It also clarifies the concept of fidelity and provides details regarding reliable measures to evaluate it. This framework can be used by those in all disciplines seeking to assess fidelity. And we think it will be especially helpful to those working in interdisciplinary teams.

Multilingual students, according to the deficit framework of 'English language learners,' are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer. Keywords: COVID-19, critical race theory, language development, multilingualism, minority families, preschool children. Les etudiants multilingues, selon le cadre deficitaire des 'apprenants de langue seconde,' sont desavantages par rapport a leurs pairs unilingues. Ce cadre ne reconnait pas les atouts qui accom-pagnent le developpement de la langue a la maison, appeles la richesse culturelle de la communaute ('Community Cultural Wealth': Yosso 2005). Dans cette etude, nous avons pose la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le developpement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurees ont ete menees en ligne avec des parents d'enfants ages de 3 a 5 ans parlant une langue autre que l'anglais a la maison. Ces entrevues ont ete enregistrees, transcrites et analysees a l'aide de la methode qualitative d'analyse de contenu, en utilisant un codage inductif et deductif pour identifier les themes. Nous avons organise ces themes selon le modele bioecologique de Bronfenbrenner (1979). Les resultats ont revele que la plupart des obstacles et des facilitateurs au developpement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes etaient lies aux attitudes et aux connaissances, a la maitrise de l'anglais, a l'exposition, aux ressources et aux experiences des parents. De plus, nous avons constate que la COVID-19 avait surtout un impact negatif sur I'enfant, le microsysteme et l'exosysteme. Nous discutons de la maniere dont ces obstacles et ces facilitateurs sont lies a la richesse culturelle communautaire. Dans l'avenir, cette etude pourra contribuer a aborder la facon dont les systemes ont marginalise les familles au sein de nos communautes et a promouvoir les connaissances et le capital culturel qu'offrent ces familles. Mots-cles : COVID-19, theorie critique de la race, developpement du language, multilinguisme, familles minoritaires, enfants d'age prescolaire., INTRODUCTION There is increasing linguistic diversity amongst Canada's population, with more Canadian children growing up speaking a language other than English or French at home (Statistics Canada 2017). According to [...]

Becoming bilingual is a necessity for many children because the language spoken at home is not the language used in school. Situated in multlingual neighborhoods, this study reports on a diverse group of 173 kindergarten children who spoke a minoritized language at home. By pairing the frameworks of Community Cultural Wealth with family language policy, the study aimed to describe families’ daily language use patterns at home and in the community, and family valuation of the home language. While proficiency in the home language varied across the children, most parents valued the transmission of their home language. Practices that supported the transmission of the home language included the use of home language with their children, opportunities to use the home language in the community context, and the importance of the home language for the child. In addition, we observed that many children in the study had parents who spoke the same home language as a first language(s), and had siblings who used this language at home. Strategies adapted to the needs of different profiles within multilingual families could be employed to support the transmission and maintenance of the minoritized language. [ABSTRACT FROM AUTHOR]

Objective: Guidelines for palliative and spiritual care emphasize the importance of screening patients for spiritual suffering. The aim of this review was to synthesize the research evidence of the accuracy of measures used to screen adults for spiritual suffering.Methods: A systematic review of the literature. We searched five scientific databases to identify relevant articles. Two independent reviewers screened, extracted data, and assessed study methodological quality.Results: We identified five articles that yielded information on 24 spiritual screening measures. Among all identified measures, the two-item Meaning/Joy & Self-Described Struggle has the highest sensitivity (82-87%), and the revised Rush protocol had the highest specificity (81-90%). The methodological quality of all included studies was low.Significance Of Results: While most of the identified spiritual screening measures are brief (comprised 1 to 12 items), few had sufficient accuracy to effectively screen patients for spiritual suffering. We advise clinicians to use their critical appraisal skills and clinical judgment when selecting and using any of the identified measures to screen for spiritual suffering. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: To prepare a Canadian French translation of the PEDro Scale under the proposed name l'Échelle PEDro, and to examine the validity of its content., Methods: A modified approach of Vallerand's cross-cultural validation methodology was used, beginning with a parallel back-translation of the PEDro scale by both professional translators and clinical researchers. These versions were reviewed by an initial panel of experts (P1), who then created the first experimental version of l'Échelle PEDro. This version was evaluated by a second panel of experts (P2). Finally, 32 clinical researchers evaluated the second experimental version of l'Échelle PEDro, using a 5-point clarity scale, and suggested final modifications., Results: The various items on the final version of l'Échelle PEDro show a high degree of clarity (from 4.0 to 4.7 on the 5-point scale)., Conclusion: The four rigorous steps of the translation process have produced a valid Canadian French version of the PEDro scale.