The Participatory Intervention Model: A Framework for Conceptualizing and Promoting Intervention Acceptability

By B. Nastasi, K. Varjas, S. Schensul, K. Silva, J. Schensul, Priyani Ratnayake. 2000

193 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, General Health Professions

View Paper: https://www.semanticscholar.org/paper/051f3ac9f970c3096e6b7db2e940e5e7a8aa3048

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Milena A. Keller‐Margulis
2. K. Varjas
3. T. C. Riley-Tillman
4. S. Leff
5. Thomas J. Power
6. A. Clarke
7. L. Kern
8. B. Nastasi

In Education

1. Milena A. Keller‐Margulis
2. Constance Kelleher
3. K. Varjas
4. T. C. Riley-Tillman
5. Jessica Blom-Hoffman
6. Thomas J. Power
7. A. Clarke
8. L. Kern

In General Health Professions

1. Milena A. Keller‐Margulis
2. A. Clarke
3. L. Kern

Citations in the corpus

• Conducting Participatory Culture-Specific Consultation: A Global Perspective on Multicultural Consultation (2000, background): “Action Research Process PCSC has its roots in applied anthropology, specificallyparticipatory action research (PAR) (Greenwood et al., 1993; Nastasi, 1998; Nastasi et al., 2000; J. J. Schensul, 1998; J. J. Schensul & S. L. Schensul, 1992).”
• Fidelity of implementation framework: A critical need for response to intervention models (2012, methodology): “The partnership model has been used to address intervention acceptability (Nastasi et al., 2000) as well as to develop treatment integrity systems and includes the direct involvement of those individuals who will be conducting the intervention or, as with RtI, implementing the various parts of the s”
• Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice (2005, background): “Through this process, researchers and community stakeholders become actively involved in the three major phases of intervention: participatory generation (design), natural adaptation (implementation), and essential changes (evaluation) (Nastasi et al., 2000).”
• A Look at Current Validity Issues of School-Wide Behavior Support (2004, background): “This partnership process leads to many benefi ts, including culturally responsive interventions that are implemented with integrity, sustained, and well-regarded by stakeholders (Nastasi et al., 2000).”
• Assessing the Climate of the Playground and Lunchroom: Implications for Bullying Prevention Programming (2003, methodology): “The recursive nature of the PAR process is one of its hallmarks (e.g., Nastasi et al., 1998; Nastasi et al., 2000), as it helps to ensure the cultural sensitivity and meaningfulness of the research.”