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Table 2 Findings of the process evaluation

From: Improving the participation of adults with visual and severe or profound intellectual disabilities: a process evaluation of a new intervention

Implementation process, adaptation, dose, fidelity, reach


-Information conveyed to management

May 2017

-Information conveyed to the DSPs

June 2017

-Arrangements made within the residential facility

September–November 2017

Adaptation of the CFP+ during training

Two components were added during the training:

Explanations provided by the coordinator of the volunteers

Demonstration of new activities developed for adults with VSPID

Dose: Number of DSPs who received CFP+ training

14/16 present on the first day of training

13/16 present on second day of training

14/16 present on the third day of training

Dose: Intended training time

N = 12 h: 66.7% of intended training time

Feedback session replaced by telephone contact

Dose: Time spent practicing CFP+ during the interval between the completion of training and T2b

N = 8a: 1 DSP spent 40 min, 1 DSP spent 30 min, 6 DSPs spent 0 min; Eight missing values

Fidelity: carrying out assignments during the training program, as reported by DSPs

N = 1: 7.1%: good

N = 6: 42.9%: neutral

N = 5: 35.7%: moderate

N = 2: 14.3%: insufficient

Two missing values

Fidelity: Use of the worksheets during and after the training

During the training: n = 169: 88% completed

T2b: 0% completed (not used)

Fidelity: Concrete application of CFP+ up to T2, as reported by DSPs in the areas of:

12/16 reported

-self-management for adults with VSPID

N = 10: 83.3%

-new activities for adults with VSPID

N = 12: 100%

-involvement of adults with VSPID in existing activities

N = 8: 66.7%

-new roles for adults with VSPID

N = 6: 50%

Reach: dissemination of the CFP+ by DSPs within the team up to T2

N = 3: 25%: no dissemination

N = 9: 75%: partial dissemination

Four missing values

Mechanisms generated by CFP+ itself that could have influenced the outcomes: DSPs responses and mediators

Quality of trainer’s teaching, as reported by DSPs just after the training program

N = 7: 43.8%: good

N = 8: 50%: neutral

N = 1: 3.1%: moderate

One missing value

Practical applicability of teaching material, as reported by DSPs just after the training program

N = 4: 26.7%: good

N = 2: 13.3%: neutral

N = 8: 53.3%: moderate

N = 1: 6.7%: insufficient

One missing value

Appropriateness in relation to DSPs’ work, as reported by DSPs just after the training program

N = 1: 6.3%: good

N = 2: 12.5%: neutral

N = 6: 37.5%: moderate

N = 7: 43.8%: insufficient

Understanding of the assignments provided in the worksheets during the training sessions, as assessed by the researcher (GH)

N = 129: 74.6%: well understood

N = 29: 17.2%: reasonably understood

N = 10: 5.9%: moderately understood

N = 4: 2.4%: insufficiently understood

Responses in successive worksheets completed during the training sessions reflect logical choices, as assessed by the researcher (GH)

N = 29: 45.3%: satisfactory logical sequence

N = 7: 10.9%: reasonably logical sequence

N = 6: 9.3%: moderate logical sequence

N = 5: 7.8%: absence of a logical sequence

17 missing values

Trainer’s feedback about the training group and the DSPs’ use of the CFP+ during the training program

Difficult to foster self-reflection

Not aware of the added value of CFP+

Trainer’s feedback regarding the behavior of the group during the training program

Not focused and poor concentration

Dominance of some of the DSPs

Contextual factors that affected the implementation of CFP+

 DSPs’ feedback on positive and negative conditions for implementing the CFP+ intervention

Not consulted by the manager or trainer to provide inputs prior to the training

Lack of time to implement CFP+ up to T2

Nonavilability of volunteers for implementing new activities up to T2

 Trainer’s feedback on positive and negative conditions for implementing the CFP+ intervention

Lack of commitment to the training demonstrated by DSPs

 Manager’s feedback on positive and negative conditions for implementing the CFP+ intervention

Convinced of CFP + ‘s added value both before and after the training program

Convinced of the existence of opportunities for implementing CFP+ before and after the training program

DSPs’ lack of commitment to the training program

  1. DSP direct support professional, CFP+ Care for participation+
  2. aThree DSPs could not be interviewed because they had changed jobs and were no longer employed by the residential facility; one DSP was absent; bT2 = 6 months after the training