Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program

Abstract

This study evaluated the implementation fidelity (IF) of Super Skills for Life (SSL) program delivered in individual traditional and computerized formats for Spanish children aged 8–12 years with anxiety or depressive symptoms. Participants (N = 97) were randomly assigned using simple randomization to either the traditional format (n = 51) or the computerized format (n = 46). Outcomes were assessed using the Spence Children’s Anxiety Scale and the Mood and Feelings Questionnaire at pretest and posttest. Results demonstrated high IF levels across both formats, with significantly higher satisfaction in the traditional format compared to the computerized format (p = .043, rb = 0.236). Strong correlations were found between session satisfaction, perceived usefulness, and willingness to recommend the program, with therapist kindness significantly predicting reductions in anxiety (β = –0.17, p = .039) and depression (β = –0.24, p = .005) at posttest. These findings suggest that while the computerized format offers a structured and cost-effective delivery option, the traditional format provides enhanced satisfaction due to the personalized involvement of a therapist. This study underscores the importance of therapist training and fidelity monitoring in implementing SSL program, contributing to the optimization of socio-emotional interventions for children.