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Evidence-Based program implementation Variability in New Contexts: The Head Start REDI program

EARLY CHILDHOOD EDUCATION JOURNAL 2025年第4期53卷 13-13页

作者： Welsh, Janet Chilenski, Sarah Meyer Daniels, Ann-Michelle Letcher, Amber Garcia, Aileen Penn State Univ Edna Bennett Pierce Prevent Res Ctr Hlth & Human Dev State Coll PA 16801 USA South Dakota State Univ Coll Educ & Human Sci Sch Educ Counseling & Human Dev Brookings SD USA Univ Missouri Coll Educ & Human Dev Dept Human Dev & Family Sci Columbia MO USA

This study involved a pilot implementation of an evidence based school readiness intervention in new community contexts. The Head Start Research Based, Developmentally Informed (REDI) program was implemented in preschools on and near a Native American reservation with both indigenous and non-indigenous students and teachers. The REDI curriculum involved 5 subcomponents targeting children's literacy skills and social-emotional development. Teachers were provided with inperson and on-line training and in-person implementation support from a REDI coach. implementation fidelity included ratings of of curriculum dosage and child engagement, as well as coach ratings of teaching quality using a modified version of the Classroom Assessment Scoring Scale (CLASS). Teachers indicated which adaptations they made to the curriculum and the reasons for these adaptations. Teachers also completed qualitative, post-implementation interviews to obtain their impressions of REDI and the need for planned modifications in their context. Analyses included measures of implementation fidelity and qualitative evaluation of adaptations. Results indicated that teachers found the REDI program both feasible and helpful for their students. Suggestions for planned adaptations included more STEM activities and the freedom to choose the dialogic reading books. Many spontaneous adaptations were noted. Teachers indicated that pragmatic issues, such as lack of time, were the main reasons for adapting the program, and deletions and substitutions of curricular activities were the most common types of changes. implementation of program subcomponents improved gradually over the course of the school year. Some subcomponents were more likely to be adapted than others.

关键词： program adaptation School readiness program implementation Head start curriculum Native American students

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program implementation VERSUS program DESIGN: WHICH ACCOUNTS FOR POLICY “FAILURE”?

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Review of Policy Research 1984年第3-4期3卷 391-405页

作者： ROBERTSON, DAVID BRIAN Political Science and a Fellow in the Center for Metropolitan Studies the University of Missouri-St Louis. United States

Many influential implementation scholars now argue that “street‐level” bureaucrats, rather than legislators or high‐level administrators, make public policy in the U.S. Such authors as Pressman and Wildavsky cite creaming in employment and training programs as an especially clear example of well‐meaning programs that fail when implemented. This paper argues that two of the most significant and lasting of these programs, the U.S. Employment Service and the Manpower Development and Training Act, were designed to encourage creaming. The essay asserts implementation scholars overstate the disconnection between program design and program implementation because they assume there is little disconnection between program legitimation and program design. A better conception of design permits one to perceive that these programs were legitimated on the grounds they would serve a large number of constituents, but were designed to do so by serving employers. The combination of these premises made creaming an imperative of program operation, and the implementors who cream remain faith ful to original program strategy. This finding suggests a redirection of policy research toward a more rlgorous analysis of program design and a better understanding of the relationship between legitimation, design, and implementation. Copyright © 1984, Wiley Blackwell. All rights reserved

关键词： program implementation program PLANNING program PLANNING, EVALUATION, AND TRENDS

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program implementation in health services

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International Journal of Multiple Research Approaches 2010年第1期4卷 40-48页

作者： Hansson, Johan Medical Management Center Department of Learning Informatics Management and Ethics Karolinska Institute Stockholm Sweden

Swedish health care organizations often face difficulties in providing for working environment requirements in planning of the activities. An action program aimed at developing routines for analysis and management of risks was designed and implemented as an in-service training program in three public organizations for the care of elderly. The aim was to evaluate a mixed method approach for program implementation by using a multiple-case study design. The main participants were first line managers. Results show that the managers succeeded in the assignment of implementing the given structure for risk analysis. Comparative results indicate consistent results signifying that the set of structured interventions reconciled the contextual variations embedded in each municipality. A mixed methods approach to implementation strategies for development work in public health care organizations is one way to help researchers and practitioners attain intended goals. Copyright © eContent Management Pty Ltd.

关键词： Care of elderly In-service training program Mixed method approach Process evaluation program implementation Risk assessment

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Integrated and first trimester prenatal screening in California: program implementation and patient choice for follow-up services

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PRENATAL DIAGNOSIS 2012年第11期32卷 1077-1083页

作者： Currier, Robert Wu, Nerissa Van Meter, Karla Goldman, Sara Lorey, Fred Flessel, Monica Calif Dept Publ Hlth Genet Dis Screening Program Richmond CA USA

Objectives The California Prenatal Screening program serves over 350?000 women annually. This study examines utilization rates for the various screening options and patient choices regarding follow-up services. Methods The study tracked patients with first trimester positive results for Down syndrome to examine patient decisions regarding follow-up services and/or additional screening and to identify determinants of patient decisions. For first trimester screen positive women who elected further screening, second trimester integrated screening results were analyzed. The Genetic Disease Screening program Chromosome Registry was used to identify Down syndrome cases. Results Ethnicity, but not age, was a strong predictor of acceptance of prenatal diagnosis. Approximately 47% of first trimester screen positive women opted for further screening. Among these women, 46% percent received an integrated screen negative result. All but one confirmed Down syndrome case in this cohort were still screen positive. Conclusions Data from the California Prenatal Screening program indicate that all of the major screening modalities continue to be utilized. The wide range of choices made by women with screen positive results demonstrate the importance of including multiple options within the program. Providing integrated screening to first trimester Down syndrome screen positive women reduced the number of unnecessary invasive procedures. (c) 2012 John Wiley & Sons, Ltd.

关键词： Prenatal Screening program implementation First Pregnancy Trimester California Down Syndrome Legal Services Patients

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Fidelity of After-School program implementation Targeting Adolescent Youth: Identifying Successful Curricular and programmatic Characteristics

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JOURNAL OF SCHOOL HEALTH 2012年第4期82卷 159-165页

作者： Rajan, Sonali Basch, Charles E. Natl Dev & Res Inst & Publ Hlth Solut New York NY 10010 USA Columbia Univ Teachers Coll Dept Hlth & Behav Studies New York NY 10027 USA

BACKGROUND: This study consisted of a formative evaluation of an after-school health education program designed for adolescent females, entitled Girls on Track. Evidence-based after-school programs have potential to supplement the traditional school day, encourage social and emotional skill development, improve the quality of student health, and contribute to a healthier school environment. Implementing comprehensive programs outside of the classroom, however, is challenging and gaps exist in the literature regarding implementation fidelity. METHODS: The national program was in a cohort of adolescent females from 11 Girls on Track locations in fall 2008 and 10 locations in spring 2009. Mixed-method analyses evaluated fidelity of lesson implementation, described curricular and programmatic characteristics associated with implementation fidelity, and assessed coach perceptions toward program quality and feasibility. RESULTS: Specific lesson characteristics associated with higher rates of implementation fidelity and favorable coach perceptions toward program feasibility included improved lesson clarity, more time to process health topics, teaching and learning objectives that were well aligned with lesson activities, incorporation of alternative activities for less-motivated participants, and provision of resources on key health topics for coaches. CONCLUSION: Girls on Track is currently being implemented across the United States and Canada, reaching over 5000 adolescent females annually. Identifying and incorporating specific curricular and programmatic characteristics associated with high levels of implementation fidelity can enhance the quality and benefits of after-school programs.

关键词： curriculum evaluation child and adolescent health program implementation

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Predictors of Healthy Youth Relationships program implementation in a Sample of Canadian Middle School Teachers

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CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2020年第2期35卷 100-122页

作者： Exner-Cortens, Deinera Spiric, Vanja Crooks, Claire Syeda, Maisha Wells, Lana Univ Calgary Fac Social Work 2500 Univ Dr NW Calgary AB T2N 1N4 Canada Univ Calgary Cumming Sch Med Dept Psychiat Calgary AB Canada Univ Calgary Calgary AB Canada Univ Calgary Sch & Appl Child Psychol Program Calgary AB Canada Univ Calgary Prevent Domest Violence Calgary AB Canada Univ Calgary Sch Publ Policy Calgary AB Canada Western Univ Ctr Sch Mental Hlth London ON Canada

implementation of evidence-based, Tier 1 social-emotional learning (SEL) programming that supports healthy relationships skills is recognized as a key mental health promotion and violence prevention strategy for youth. However, work specifically exploring how to support the high-quality implementation of such programming with Canadian teachers and schools is just beginning to emerge. Drawing on implementation frameworks that emphasize the importance of setting, provider, and implementation process characteristics for understanding program implementation outcomes, this prospective, longitudinal study explores implementation of the Fourth R, a SEL-based healthy relationships program, in a Western Canadian province using a sample of middle school teachers. The aim of this mixed-methods study was to illuminate relationships among teachers' attitudes toward evidence-based programming, perceptions of organizational climate, and training experience with program implementation outcomes (dosage, quality, fidelity). Findings of this exploratory study identified that these characteristics influenced implementation dosage, quality, and fidelity in differential ways. Qualitative data drawn from teacher interviews supported quantitative findings and highlighted the importance of organizational support for high-quality implementation. We discuss areas for further study, given that there are significant gaps in knowledge about teachers' attitudes toward evidence-based programming, school climate, and other systemic factors in the Canadian context, as well as relevance of study findings to the field of school psychology.

关键词： adolescent healthy relationships program implementation school climate social-emotional learning

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Worksite wellness program implementation in county organizations: Exploring strategies for success

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SOCIAL SCIENCE JOURNAL 2021年第3期58卷 355-365页

作者： Camarillo, Earlene Western Oregon Univ 345 Monmouth AveN Monmouth OR 97361 USA

Growing research suggests that successful worksite wellness programs (WWPs) can be effective at reducing health costs and improving employee health. While many studies examine factors that contribute to WWP success, these primarily focus on private organizations, or they group public and private organizations together. However, public organizations encounter unique circumstances, generally, so it is important to examine them in their own right when it comes to WWP implementation. This study assesses what factors are important to WWP implementation in county government organizations. Through a conventional content analysis (Hsieh & Shannon, 2005) of interview data collected from 18 county government WWP managers, the results provide support to earlier work regarding strategies for successful WWP implementation. However, the results also add to the literature in several ways. While the importance of leadership support is well-documented, this study finds that marketing and communication strategies, which typically focus on promoting employee participation, can also be used to encourage leadership buy-in. The study also suggests that a dedicated wellness coordinator who has some organizational autonomy to make decisions about the WWP is needed. Further, the study highlights the importance of trust-building as a strategy for WWP development and implementation. Finally, it calls attention to the impact of public perceptions on county governments' WWPs, an influence unique to county organizations.

关键词： Worksite wellness programs County government program implementation

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MOVING FROM GOOD IDEAS IN EDUCATIONAL SYSTEMS CHANGE TO SUSTAINABLE program implementation: COMING TO TERMS WITH SOME OF THE REALITIES

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PSYCHOLOGY IN THE SCHOOLS 2009年第1期46卷 78-88页

作者： Noell, George H. Gansle, Kristin A. Louisiana State Univ Dept Psychol Baton Rouge LA 70803 USA

Proponents of systemic changes in education commonly encounter ethical. theoretical. and pragmatic challenges in moving from possibility to implementation or their vision of change. Although ethical and theoretical issues are critically important to a successful change initiative. pragmatic issues relevant to assuring program implementation have generally been understudied in the literature examining school change. The disconnects between research regarding effective practices and program implementation in schools and planning for intervention implementation and actual implementation have been increasingly recognized over the last two decades, It is much easier to talk about behavior change than it is to accomplish it. This article discusses selected issues surrounding ethical, theoretical. and pragmatic issues of systemic change. with the primary emphasis oil pragmatic issues. The importance of providing programming to support implementation of new practices in schools is highlighted. (C) 2008 Wiley Periodicals. Inc.

关键词： Behavior Modification program implementation Educational Change Behavior Change Ethics Pragmatics Intervention Outcomes of Education Federal LegislationNo Child Left Behind Act 2001

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Integrating Triple P into Existing Family Support Services: A Case Study on program implementation

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PREVENTION SCIENCE 2011年第4期12卷 411-422页

作者： Breitkreuz, Rhonda McConnell, David Savage, Amber Hamilton, Alec Univ Alberta Edmonton AB T6G 2N1 Canada Univ Alberta Family & Disabil Studies Initiat Edmonton AB T6G 2M7 Canada

The purpose of this paper is to present a case study of "evidence-based" program uptake and implementation. The process of integrating Triple P (levels 2 and 3) into existing family support centers in Alberta, Canada, was examined. We conducted ten individual interviews with directors, and ten group interviews, involving a total of 62 practitioners across ten Triple P pilot sites. Key findings show that there was variability in the approach and extent to which Triple P was integrated into family support centers. Five key factors impacting the integration process emerged from the interviews. These were: (1) the level of development of pre-existing support services;(2) the degree of "fit" between the Triple P program approach and existing agency practice, including the perceived suitability/unsuitability for some client groups;(3) practitioner perceptions of the adaptability of the program;(4) rules about who can and who cannot use Triple P resources;and (5) training and sustainability issues. In addition to identifying specific factors, this study was able to provide some insight as to why and how these factors were significant, thereby adding to the literature on knowledge/program dissemination processes.

关键词： Triple P program implementation Knowledge dissemination Evidence-based programs Parenting program

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Putting the Pieces Together: An Integrated Model of program implementation

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PREVENTION SCIENCE 2011年第1期12卷 23-33页

作者： Berkel, Cady Mauricio, Anne M. Schoenfelder, Erin Sandler, Irwin N. Arizona State Univ Prevent Res Ctr Phoenix AZ 85069 USA

Considerable evidence indicates that variability in implementation of prevention programs is related to the outcomes achieved by these programs. However, while implementation has been conceptualized as a multidimensional construct, few studies examine more than a single dimension, and no theoretical framework exists to guide research on the effects of implementation. We seek to address this need by proposing a theoretical model of the relations between the dimensions of implementation and outcomes of prevention programs that can serve to guide future implementation research. In this article, we focus on four dimensions of implementation, which we conceptualize as behaviors of program facilitators (fidelity, quality of delivery, and adaptation) and behaviors of participants (responsiveness) and present the evidence supporting these as predictors of program outcomes. We then propose a theoretical model by which facilitator and participant dimensions of implementation influence participant outcomes. Finally, we provide recommendations and directions for future implementation research.

关键词： program implementation Fidelity Quality Adaptation Participant responsiveness program outcomes

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