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Fidelity evaluation is the extent to which delivery of an intervention adheres to the protocols and program model originally developed (Mowbrey et al., 2003). This is going beyond implementation assessment whereby what is measured is the extent of transpired intervention that is put in place.
If the program was not delivered as intended (for example, the facilitator skipped an activity), then assessment results are not an accurate reflection of the programs effectiveness. Luckily, by gathering implementation fidelity data, we can evaluate the degree of alignment between the delivered and intended program.
▶Fidelity Assessment is a process designed to help. program implementers, evaluators, funders, and developers assess changes or adaptations made to a program upon implementation. ▶ Implementers- anticipate potential adaptations. ▶ Funders- evaluating appropriateness of changes.
It is also essential for understanding a programs strengths and areas for improvement. This brief defines five dimensions of fidelity: adherence, exposure, quality of delivery, participant responsiveness, and program differentiation.
There are three common methods of measuring fidelity: facilitator fidelity logs, observations of program implementation, and observations of staff training on the curriculum or other program components.
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It is also essential for understanding a programs strengths and areas for improvement. This brief defines five dimensions of fidelity: adherence, exposure, quality of delivery, participant responsiveness, and program differentiation.
Implementation Fidelity (IF) refers to the degree to which a program is delivered as intended. When we develop programs, we often assume they will be implemented exactly as weve planned. In other words, we assume our programs will be implemented with high fidelity.
Five dimensions of intervention fidelity, as originally articulated by Dane and Schneider (1998) and later reinforced by Mihalic (2004), have frequently been utilized within implementation science: (1) adherence, (2) exposure, (3) quality, (4) participant responsiveness, and (5) program differentiation.

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