Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

By C. Domitrovich, Catherine P. Bradshaw, Jeanne M. Poduska, K. Hoagwood, Jacquelyn A. Buckley, S. Olin, L. Romanelli, P. Leaf, Mark T. Greenberg, Nicholas S. Ialongo. Advances in School Mental Health Promotion, 2008

702 citations recorded by the source corpus.

Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of school-based interventions. Future directions for research on implementation are discussed.

Subfields: General Health Professions, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/9d275dac22d3aadc3182f4a63e68593bf65b1307

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Citations in the corpus

Programme implementation in social and emotional learning: basic issues and research findings (2016, background): “…to numerous other sources for further information (Bopp, Saunders, & Lattimore, 2013; Damschroder et al., 2009; Damschroder & Hagedorn, 2011; Domitrovich et al., 2008; Durlak, 2013, 2015; Dusenbury, Brannigan, Hansen, Walsh, & Falco, 2005; Humphrey, 2013; Lendrum & Humphrey, 2012; Moore,…”
Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support (2014, result): “As with any social behavior intervention (Domitrovich et al., 2008), the effect of SWPBS on student outcomes has been shown to be mediated by its fidelity of implementation, with higher implementing schools seeing greater improvements in student outcomes (Bradshaw et al.”
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “Several sources discuss the multiple factors that can serve to either impede or enhance the chances of achieving high-quality implementation when programs are conducted in new settings (Domitrovich et al., 2008; Durlak, 2016; Fixsen, Naoom, Blas e, Friedman, & Wallace, 2005).”
School‐based prevention: current status and future challenges (2010, background): “When this occurs, they are very unlikely to yield the expected benefits (Domitrovich et al, 2008 ; Durlak & Dupre, 2008 ).”
Implementation Research (2016, background): “…basic elements of varied theories of change and a key part of most recent research syntheses or metaframeworks depicting innovations in context (e.g., Domitrovich et al., 2008; Donaldson, 2001; Hulleman, Rimm-Kaufman, & Abry, 2013; Moulin, Sabater-Hernandez, Fernandez-Llimos, & Benrimaj, 2015).”
Mindfulness interventions in schools: Integrity and feasibility of implementation (2020, methodology): “Following a narrative synthesis of the existing literature, the current review will consider the challenges presented and draw on existing implementation guidelines (Domitrovich et al., 2008; Durlak & DuPre, 2008; Williams & Beidas, 2019) to highlight recommendations for future study and implementat”
Efficacy of the Responsive Classroom Approach (2014, result): “…is consistent with accumulated research pointing to the importance of high-quality implementation of SEL interventions for predicting child outcomes (Domitrovich et al., 2008) and also because this point has the greatest relevance for practitioners making decisions about use of the RC approach.”
The impact of stress on students in secondary school and higher education (2019, unknown): “strategies (Albers & Pattuwage, 2017; Domitrovich et al., 2008), resulting in significant health, economic and social benefits for large numbers of young people, their families and the community.”
The Quality Implementation Framework: A Synthesis of Critical Steps in the Implementation Process (2012, background): “Although there is extensive empirical evidence on the importance of implementation and a growing literature on the multiple contextual factors that can influence implementation (e.g., Aarons et al. 2011; Domitrovich et al. 2008), there is a need for knowing how to increase the likelihood of quality ”
The incredible years teacher classroom management program: Using coaching to support generalization to real‐world classroom settings (2012, background): “Understanding the vital mechanisms of coaching and systematically measuring the quality of coaching holds important implications for school psychologists and implementation science (Becker & Domitrovich, 2011; Domitrovich et al., 2008).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “It is unclear from the existing implementation research what the standard number of observations should be, or what implications the timing or length of observations has on the reliability of the measure (Domitrovich et al., 2008).”
The importance of studying the implementation of interventions in school settings (2012, background): “Domitrovich et al. (2008) describe implementation quality as ‘the discrepancy between what is planned and what is actually delivered when an intervention is conducted’ (p. 7) whilst Dusenbury et al. (2005) operationalise it as a combination of adherence, participant engagement and programme…”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “A new generation of controlled evaluations suggest that professional development supports that directly target features of teacher–child interaction can be effective and can lead in turn to improved child outcomes (Bierman et al., 2008; Domitrovich et al., 2008; Downer et al., 2009; Ramey & Ramey, 2”