nach oben

Prevention Science

Erschienen in:

31.05.2019

Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice

verfasst von: Clayton R. Cook, Aaron R. Lyon, Jill Locke, Thomas Waltz, Byron J. Powell

Erschienen in: Prevention Science | Ausgabe 6/2019

Einloggen, um Zugang zu erhalten

Abstract

Schools, like other service sectors, are confronted with an implementation gap, with the slow adoption and uneven implementation of evidence-based practices (EBP) as part of routine service delivery, undermining efforts to promote better youth behavioral health outcomes. Implementation researchers have undertaken systematic efforts to publish taxonomies of implementation strategies (i.e., methods or techniques that are used to facilitate the uptake, use, and sustainment of EBP), such as the Expert Recommendations for Implementing Change (ERIC) Project. The 73-strategy ERIC compilation was developed in the context of healthcare and largely informed by research and practice experts who operate in that service sector. Thus, the comprehensibility, contextual appropriateness, and utility of the existing compilation to other service sectors, such as the educational setting, remain unknown. The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector. The results of a seven-step adaptation process resulted in 75 school-adapted strategies. Surface-level changes were made to the majority of the original ERIC strategies (52 out of 73), while five of the strategies required deeper modifications for adaptation to the school context. Six strategies were deleted and seven new strategies were added based on existing school-based research. The implications of this study’s findings for prevention scientists engaged in implementation research (e.g., creating a common nomenclature for implementation strategies) and limitations are discussed.

Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in child welfare. Administration and Policy in Mental Health and Mental Health Services Research, 38, 4–23.CrossRef

Aarons, G. A., Ehrhart, M. G., & Farahnak, L. R. (2014). The implementation leadership scale (ILS): Development of a brief measure of unit level implementation leadership. Implementation Science, 9, 45.CrossRef

Abrahamson, E. (2004). Change without pain: How managers can overcome initiative overload, organizational chaos, and employee burnout. Boston: Harvard Business School Press.

Barrera, M., & González-Castro, F. (2006). A heuristic framework for the cultural adaptation of interventions. Clinical Psychology: Science and Practice, 13, 311–316.

Barrish, H. H., Saunders, M., & Wolfe, M. D. (1969). Good behavior game. Effects of individual contingencies for group consequences and disruptive behavior in a classroom. Journal of Applied Behavioral Analysis, 2, 119–124.CrossRef

Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17, 1–30.

Bernal, G., Bonilla, J., & Bellido, C. (1995). Ecological validity and cultural sensitivity for outcome research: Issues for the cultural adaptation and development of psychosocial treatments with Hispanics. Journal of Abnormal Child Psychology, 23, 67–82.CrossRef

Bernal, G., Jimenez-Chafey, M. I., & Domenech-Rodríguez, M. M. (2009). Cultural adaptation of treatments: A resource for considering culture in evidence-based practice. Professional Psychology: Research and Practice, 40, 361–368.CrossRef

Bookstein, A. (1990). Informetric distributions, part I: Unified overview. Journal of the American Society for Information Science, 41, 368–375.CrossRef

Boyd, M. R., Powell, B. J., Endicott, D., & Lewis, C. C. (2017). A method for tracking implementation strategies: An exemplar implementing measurement-based care in community behavioral health clinics. Behavior Therapy. https://doi.org/10.1016/j.beth.2017.11.012.

Brackett, M. A., & Rivers, S. E. (2013). Transforming students’ lives with social and emotional learning. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 368–388). New York: Taylor & Francis.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148.CrossRef

Bruns, E. J., Duong, M. T., Lyon, A. R., Pullmann, M. D., Cook, C. R., Cheney, D., & McCauley, E. (2016). Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools. American Journal of Orthopsychiatry, 86, 156–170.CrossRef

Bunger, A. C., Powell, B. J., Robertson, H. A., MacDowell, H., Birken, S. A., & Shea, C. (2017). Tracking implementation strategies: A description of a practical approach and early findings. Health Research Policy and Systems, 15, 1–12.CrossRef

Burnes, B. (2004). Emergent change and planned change: Competitors or allies? The case of XYZ construction. International Journal of Operations & Production Management, 24, 886–902.CrossRef

Cook, B. G., & Odom, S. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135–144.

Cook, C. R., Lyon, A. R., Kubergovic, D., Wright, D. B., & Zhang, Y. (2015). A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports. School Mental Health, 7, 49–60.CrossRef

Cook, C. R., Miller, F., Fiat, A., Renshaw, T. L., Frye, M., & Joseph, G. (2017a). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: Randomized evaluation of the ACHIEVER Resilience Curriculum. Psychology in the Schools, 54, 13–28.CrossRef

Cook, C. R., Pauling, S., McCaslin, S., Larson, M., Thayer, A. J., & Fiat, A. (2017b). Brief reminders as a low threshold strategy to facilitate teacher delivery of evidence-based classroom practices. Manuscript in preparation.

Dalkey, N. C., & Helmer, O. (1963). An experimental application of the Delphi method to the use of experts. Management Science, 9, 458–467.CrossRef

Damian, J., Gallo, J., Leaf, P., & Mendelson, T. (2017). Organizational and provider level factors in implementation of trauma-informed care after a city-wide training: An explanatory mixed methods assessment. BMC Health Services Research, 17, 750.CrossRef

Damschroder, L. J., Aron, D. C., Keith, R. E., Kirsh, S. R., Alexander, J. A., & Lowery, J. C. (2009). Fostering implementation of health services research findings into practice: A consolidated framework for advancing implementation science. Implement Science, 4, 50.CrossRef

Dart, E., Cook, C. R., Gresham, F. M., & Cheneir, J. (2012). Test driving to increase treatment integrity and student outcomes. School Psychology Review, 41, 467–481.

DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing treatment integrity through negative reinforcement: Effects on teacher and student behavior. School Psychology Review, 34, 220–231.

Dingfelder, H. E., & Mandell, D. S. (2011). Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41, 597–609.CrossRef

Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.CrossRef

Ehrhart, M. G., Aarons, G. A., & Farahnak, L. R. (2014). Assessing the organizational context for EBP implementation: The development and validity testing of the Implementation Climate Scale (ICS). Implementation Science, 9, 157.CrossRef

Ehrhart, M. G., Aarons, G. A., & Farahnak, L. R. (2015). Going above and beyond for implementation: The development and validity testing of the Implementation Citizenship Behavior Scale (ICBS). Implementation Science, 10, 65.CrossRef

Farmer, E. M., Burns, B. J., Phillips, S. D., Angold, A., & Costello, E. J. (2003). Pathways into and through mental health services for children and adolescents. Psychiatric Services, 54, 60–66.CrossRef

Fishbein, D. H., Ridenour, T. A., Stahl, M., & Sussman, S. (2016). The full translational spectrum of prevention science: Facilitating the transfer of knowledge to practices and policies that prevent behavioral health problems. Translational Behavioral Medicine, 6, 5–16.CrossRef

Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence-based programs. Exceptional Children, 79, 213–232.

Flottorp, S. A., Oxman, A. D., Krause, J., et al. (2013). A checklist for identifying determinants of practice: A systematic review and synthesis of frameworks and taxonomies of factors that prevent or enable improvements in healthcare professional practice. Implementation Science, 8, 1–11. https://doi.org/10.1186/1748-5908-8-35 [PMC free article] [PubMed] [CrossRef].CrossRef

Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., et al. (2013). Implementation science and school psychology. School Psychology Quarterly, 28, 77–100.CrossRef

Franks, R., & Bory, T. (2015). Who supports the successful implementation and sustainability of evidence-based practices? Defining and understanding the roles of intermediary and purveyor organisations. New Directions for Child and Adolescent Development, 149, 41–56.CrossRef

Gottfredson, D., & Gottfredson, G. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime & Delinquency, 39, 3–35.CrossRef

Grol, R. (2001). Successes and failures in the implementation of evidence-based guidelines for clinical practice. Medical Care, 39, 46–54.CrossRef

Herlihy, B., & Corey, G. (2006). Boundary issues in counseling: Multiple roles and responsibilities. Alexandria: American Counseling Association.

Herschell, A. D., Kolko, D. J., Baumann, B. L., & Davis, A. C. (2010). The role of therapist training in the implementation of psychosocial treatments: A review and critique with recommendations. Clinical Psychology Review, 30, 448–466.CrossRef

Horner, R. H., Sugai, G., & Fixsen, D. L. (2017). Implementing effective educational practices at scales of social importance. Clinical Child & Family Psychology Review, 20, 25–35.CrossRef

Johnson, L. D., Wehby, J. H., Symons, F. J., Moore, T. C., Maggin, D. M., & Sutherland, K. S. (2014). An analysis of preference relative to teacher implementation of intervention. The Journal of Special Education, 48, 214–224.CrossRef

Kane, M., & Trochim, W. M. K. (2007). Concept mapping for planning and evaluation. Thousand Oaks: Sage Publications.CrossRef

Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research. Annual Review of Clinical Psychology, 3, 1–27.CrossRef

Khamisa, N., Peltzer, K., & Oldenburg, B. (2013). Burnout in relation to specific contributing factors and health outcomes among nurses: A systematic review. International Journal of Environmental Research and Public Health, 10, 2214–2240.CrossRef

Kohler, F., Crillery, K., Shearer, D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. Journal of Educational Research, 90, 240–250.CrossRef

Krause, J., Van Lieshout, J., Klomp, R., Huntink, E., Aakhus, E., Flottorp, S., et al. (2014). Identifying determinants of care for tailoring implementation in chronic diseases: An evaluation of different methods. Implementation Science, 9, 102.CrossRef

Leeman, J., Birken, S. A., Powell, B. J., Rohweder, C., & Shea, C. M. (2017). Beyond “implementation strategies”: Classifying the full range of strategies used in implementation science and practice. Implementation Science, 12, 125–134.CrossRef

Leong, F. T. (1996). Toward an integrative model of cross-cultural counseling and psychotherapy. Applied and Preventive Psychology, 5, 189–209.CrossRef

Lewis, C. C. (2017). Systematic review of D & I Mechanisms in health. Keynote address at 4th biennial Society for Implementation Research Collaboration Conference.

Lewis, C. C., Klasnja, P., Powell, B. J., Lyon, A. R., Tuzzio, L., Jones, S., et al. (2018). From classification to causality: advancing understanding of mechanisms of change in implementation science. Frontiers of Public Health, 6, 1–6.CrossRef

Lochman, J. E., & Wells, K. C. (2002). Contextual social–cognitive mediators and child outcome: A test of the theoretical model in the Coping Power program. Development and Psychopathology, 14, 945–967.CrossRef

Locke, J., Beidas, R. S., Marcus, S., Stahmer, A., Aarons, G. A., Lyon, A. R., et al. (2016). A mixed methods study of individual and organizational factors that affect implementation of interventions for children with autism in public schools. Implementation Science, 11, 135.CrossRef

Lyon, A. R., & Bruns, E. J. (2019). From evidence to impact: Joining our best school mental health practices with our best implementation strategies. School Mental Health, 11, 106–114.CrossRef

Lyon, A. R., Lewis, C. C., Melvin, A., Boyd, M., Nicodimos, S., Liu, F. F., & Jungbluth, N. (2016). Health Information Technologies—Academic and Commercial Evaluation (HIT-ACE) methodology: Description and application to clinical feedback systems. Implementation Science, 11, 128.CrossRef

Lyon, A. R., Pullmann, M. D., Walker, S. C., & D’Angelo, G. (2017). Community-sourced intervention programs: Review of submissions in response to a statewide call for “promising practices.”. Administration and Policy in Mental Health and Mental Health Services Research, 44, 16–28.CrossRef

Lyon, A., Cook, C. R., Brown, E., Locke, J., Ehrhart, M., Davis, C., & Aarons, G. (2018). Assessing the organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13, 5.CrossRef

Lyon, A. R., Comtois, K. A., Kerns, S. E. U., Landes, S. J., & Lewis, C. C. (2019). Closing the science-practice gap in implementation before it widens. In A. Shlonsky, R. Mildon, & B. Albers (Eds.), The science of implementation. Springer (in press).

McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments. A review of current efforts. American Psychologist, 65, 73–84.CrossRef

McKleroy, V. S., Galbraith, J. S., Cummings, B., Jones, P., Harshbarger, C., et al. (2006). Adapting evidence-based behavioral interventions for new settings and target populations. AIDS Education & Prevention, 18, 59–73.CrossRef

Morina, N., Koerssen, R., & Pollet, T. V. (2016). Interventions for children and adolescents with posttraumatic stress disorder: A meta-analysis of comparative outcome studies. Clinical Psychology Review, 47, 41–54.CrossRef

Nadeem, E., & Ringle, V. (2016). De-adoption of an evidence-based trauma intervention in schools: A retrospective report from an urban school district. School Mental Health, 8, 132–143.CrossRef

Novins, D. K., Green, A. E., Legha, R. K., et al. (2013). Dissemination and implementation of evidence-based practices for child and adolescent mental health: A systematic review. Journal of the American Academy of Child & Adolescent Psychiatry, 52, 1009–1025.CrossRef

Owens, J., Lyon, A. R., Brandt, N. E., Maisa Warner, M., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation science in school mental health: Key constructs and a proposed research agenda. School Mental Health, 6, 99–111.CrossRef

Powell, B. J., McMillen, J. C., Proctor, E. K., Carpenter, C. R., Griffey, R. T., Bunger, A. C., et al. (2012). A compilation of strategies for implementing clinical innovations in health and mental health. Medical Care Research and Review, 69, 123–157.CrossRef

Powell, B. J., Proctor, E. K., & Glass, J. E. (2014). A systematic review of strategies for implementing empirically supported mental health interventions. Research Social Work & Practice., 24, 192–212.CrossRef

Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., et al. (2015). A refined compilation of implementation strategies: Results from the Expert Recommendations for Implementing Change (ERIC) project. Implementation Science, 10, 1–14.CrossRef

Powell, B. J., Beidas, R., Lewis, C. C., Aarons, G. A., McMillen, J. C., Proctor, E. K., & Mandell, D. S. (2017). Methods to improve the selection and tailoring of implementation strategies. The Journal of Behavioral Health Services & Research, 44, 177–194.CrossRef

Proctor, E. K., Landsverk, J., Aarons, G., Chambers, D., Glisson, C., & Mittman, C. (2009). Implementation research in mental health services: An emerging science with conceptual, methodological, and training challenges. Administration and Policy in Mental Health and Mental Health Services Research, 36, 24–34.CrossRef

Proctor, E. K., Powell, B. J., & McMillen, J. C. (2013). Implementation strategies: Recommendations for specifying and reporting. Implementation Science, 8, 1–11.CrossRef

Resnicow, K., Baranowski, T., Ahluwalia, J., & Braithwaite, R. (1990). Cultural sensitivity in public health: Defined and demystified. Ethnicity and Disease, 9, 10–21.

Ringwalt, C. L., Vincus, A., Ennett, S., Johnson, R., & Rohrbach, L. A. (2004). Reasons for teachers’ adaptation of substance use prevention curricula in schools with non-white student populations. Prevention Science, 5, 61–67.CrossRef

Ringwalt, C. R., Vincus, A., Ennett, S. T., Hanley, S., Bowling, J. M., & Rohrbach, L. A. (2009). The prevalence of evidence-based substance use prevention curricula in U.S. middle schools in 2005. Prevention Science, 10, 33–40.CrossRef

Russ, S. J., Sevdalis, N., Moorthy, K., et al. (2014). A qualitative evaluation of the barriers and facilitators toward implementation of the WHO surgical safety checklist across hospitals in England: Lessons from the “surgical checklist implementation project”. Annual Surgery, 261, 81–91.CrossRef

Sholomskas, D. E., Syracuse-Siewert, G., Rounsaville, B. J., Ball, S. A., Nuro, K. F., & Carroll, K. M. (2005). We don’t train in vain: A dissemination trial of three strategies of training clinicians in cognitive-behavioral therapy. Journal of Consulting and Clinical Psychology, 73, 106–115.CrossRef

St. Peter Pipkin, C., Vollmer, T. R., & Sloman, K. N. (2010). Effects of treatment integrity failures during differential reinforcement of alternative behavior: A translational model. Journal of Applied Behavior Analysis, 43, 47–70.CrossRef

Stahmer, A. C., Reed, S., & Lee, E. (2015). Training teachers to use evidence-based practices for autism: Examining procedural implementation fidelity. Psychology in the School, 52, 181–195.CrossRef

Stetler, C. B., Legro, M. W., Rycroft-Malone, J., Bowman, C., Curran, G., & Guihan, M. (2006). Role of “external facilitation” in implementation of research findings: A qualitative evaluation of facilitation experiences in the Veterans Health Administration. Implementation Science, 1, 23.CrossRef

Urbach, J., Moore, B. A., Klinger, J. K., Galman, S., Haager, D., Brownell, M. T., & Dingle, M. (2015). “That’s my job”: Comparing the beliefs of more and less accomplished special educators related to their roles and responsibilities. Teacher Education and Special Education, 38, 323–336.CrossRef

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80e91.CrossRef

Walker, V. L., Chung, Y.C., & Bonnet, L. K. (2017). Function-based intervention in inclusive school settings: A meta-analysis. Journal of Positive Behavior Interventions.

Waltz, T. J., Powell, B. J., Matthieu, M. M., Damschroder, L. J., Chinman, M. J., Smith, J. L., et al. (2015). Use of concept mapping to characterize relationships among implementation strategies and assess their feasibility and importance: Results from the Expert Recommendations for Implementing Change (ERIC) study. Implementation Science, 10, 1–8.CrossRef

Weiner, B. J., Lewis, C. C., Stanick, C. F., Powell, B. J., Dorsey, C. N., Clary, A. S., Boynton, M. H., & Halko, H. (2017). Psychometric assessment of three newly developed implementation outcome measures. Implementation Science, 12, 1–12.CrossRef

Weisz, J., & Kazdin, A. (2017). Evidence-based psychotherapies for children and adolescents. Guilford.

Wensing, M., & Grol, R. (2005). Methods to identify implementation problems. In R. Grol, M. Wensing, & M. Eccles (Eds.), Improving patient care: The implementation of change in clinical practice (pp. 109–120). Edinburgh: Elsevier.

Wensing, M., Oxman, A., Baker, R., et al. (2011). Tailored implementation for chronic diseases (TICD): A project protocol. Implementation Science, 6, 1–8.CrossRef

Williams, N. J. (2016). Multilevel mechanisms of implementation strategies in mental health: Integrating theory, research, and practice. Administration and Policy in Mental Health and Mental Health Services Research, 43, 783–798.CrossRef

Titel: Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice
verfasst von: Clayton R. Cook
Aaron R. Lyon
Jill Locke
Thomas Waltz
Byron J. Powell
Publikationsdatum: 31.05.2019
Verlag: Springer US
Erschienen in: Prevention Science / Ausgabe 6/2019
Print ISSN: 1389-4986
Elektronische ISSN: 1573-6695
DOI: https://doi.org/10.1007/s11121-019-01017-1

Springer Medizin

Abstract

Bitte loggen Sie sich ein, um Zugang zu diesem Inhalt zu erhalten

Weitere Artikel der Ausgabe 6/2019

Changing Social Norms: the Importance of “Organized Diffusion” for Scaling Up Community Health Promotion and Women Empowerment Interventions

Correction to: A Cost Analysis of School-Based Lifestyle Interventions

Should We Activate Risk Perceptions in the Context of Suicide Prevention? Examining Fear Appeals, Help-Seeking Determinants, and Help-Seeking Sources Among University Employees Who Suffer from Depression

Mobile App-Based Small-Group Physical Activity Intervention for Young African American Women: a Pilot Randomized Controlled Trial

Demographic Moderation of the Prediction of Adolescent Alcohol Involvement Trajectories

Using Zoning as a Public Health Tool to Reduce Oversaturation of Alcohol Outlets: an Examination of the Effects of the New “300 Foot Rule” on Packaged Goods Stores in a Mid-Atlantic City