Embedding Culturally Responsive Evaluation within Implementation Science in Early Intervention

Early intervention (EI) teams can use Implementation Science to choose, implement, and sustain the use of evidence-based strategies and programs. Smith et al. (2014) described Implementation Science as "the study of the processes needed to bring new practices into widespread use" (p. 4). Programs work through four stages: exploration, installation, initial implementation, and full implementation (National Implementation Research Network [NIRN], n.d.). Implementing an innovation effectively can lead to improved child outcomes (Cook & Odom, 2013). Culturally responsive evaluation (CRE) can also be used to choose, implement, and sustain innovations. CRE is the act of incorporating culture and context within an evaluation with the goal of matching a program's values and beliefs (Hood et al., 2015). CRE helps to acknowledge and value the voices of underrepresented groups, increasing the validity of an evaluation and promoting equity and social justice (Frey, 2018; Greene, 2011; Hood et al., 2015). CRE requires evaluators to use the context to shape the evaluation, select culturally relevant methodology, and involve diverse stakeholders to generate results and solutions (SenGupta et al., 2004). Although much is written about CRE, there is limited literature surrounding its use in education, especially in EI and early childhood special education (ECSE) (Acree & Chouinard, 2020). As the field of EI/ECSE strives to advance equity, it is imperative to explicitly include historically marginalized populations in the selection and implementation of any innovation. This article will illustrate one example of how embedding CRE within Implementation Science can assist in improving outcomes for all children and families.