Table 2. Truth Tablea: Cross-Program Comparison of Characteristics of Technical Assistance Provision That May Affect NAP SACC Outcomesb .
| Characteristic | By Site | Total | ||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| High-Performing Programsc | ||||||||||||||||
| Site identifier | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | — |
| Mode of technical assistance | ||||||||||||||||
| On-site | 0 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 7 |
| Telephone | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 8 |
| 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 1 | 6 | |
| Methods of technical assistance | ||||||||||||||||
| Self-assessment | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 6 |
| Action plans or goal setting | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 9 |
| Staff training on-site | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 6 |
| Staff engagement | 0 | 1 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 5 |
| Family engagement | 0 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 4 |
| Observation | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Discussion | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 8 |
| Modeling | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Feedback | 0 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 7 |
| Resource sharing |
1 |
0 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
1 |
0 |
1 |
1 |
0 |
1 |
6 |
| Low-Performing Programsd | ||||||||||||||||
| Site identifier | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | 80 | 81 | 82 | 83 | 84 | — |
| Mode of technical assistance | ||||||||||||||||
| On-site | 1 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 5 |
| Telephone | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| 1 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | 10 | |
| Methods of technical assistance | ||||||||||||||||
| Self-assessment | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Action plans or goal setting | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 7 |
| Staff training on-site | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 7 |
| Staff engagement | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Family engagement | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Observation | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Discussion | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 5 |
| Modeling | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Feedback | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Resource sharing | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 11 |
Abbreviation: NAP SACC Nutrition and Physical Activity Self-Assessment in Child Care.
A truth table is a qualitative tool that displays all possible combinations of conditions that may lead to a particular outcome, listing the number of instances that fall into each condition (26).
Programs receiving technical assistance below the mean level of assistance (coded as “0”) were defined as receiving less technical assistance, and programs receiving technical assistance above the mean level of assistance (coded as “1”) were defined as received more technical assistance.
Each program self-assessed 121 items in 5 NAP SACC topic areas at pre-assessment and post-assessment. Programs with the highest ratio of possible change in NAP SACC scores from pre-assessment to post-assessment were categorized as high-performing. We rank-ordered programs by calculating the ratio of the change in NAP SACC score (from pre-assessment to post-assessment) to maximum possible change in NAP SACC score. For example, the first-ranked program had a pre-assessment score of 40 and a post-assessment score of 88, with a change score of 48. The program’s possible change in the positive direction was 81 (121 − 40), for a ratio of 0.59 (48/81).
Each program self-assessed 121 items in 5 NAP SACC topic areas at pre-assessment and post-assessment. Programs with the lowest ratio of possible change in NAP SACC scores from pre-assessment to post-assessment were categorized as low-performing. For example, the last-ranked program had a pre-assessment score of 105 and a post-assessment score of 59, with a change score of −46. Because this program’s change was in the negative direction, their possible change in the negative direction was 105, for a ratio of −0.44 (−46/105).