Effectiveness, transportability, and dissemination of interventions: what matters when?

By Sonja K. Schoenwald, K. Hoagwood. Psychiatric Services, 2001

740 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/9d92876784802d1c2d85b6734eb4af8260bb11d8

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In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

Evidence-Based Psychosocial Treatments for Phobic and Anxiety Disorders in Children and Adolescents (2008, background): “Further research in community settings is necessary to move the field forward from efficacy to effectiveness research (Schoenwald & Hoagwood, 2001 ; Silverman, Kurtines, & Hoagwood, 2004 ).”
Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities (2009, background): “Organizations with little flexibility, fewer connections with professionals, and limited history with innovation may be the most in need of change but least capable of achieving it (Rogers, 1995; Kondrat, Greene, and Winbush, 2002; Hoagwood, Burns, et al., 2001; Schoenwald and Hoagwood, 2001).”
Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers (2012, neutral): “…modified so that they are feasible to implement, or because the community providers do not have the training, supervision, and/or infrastructure necessary to implement the procedures (Frazier, Formoso, Birman, & Atkins, 2008; Schoenwald & Hoagwood, 2001; Weisz, Donenberg, Han, & Kauneckis, 1995).”
Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. (2007, background): “…extent to which intervention effects generalize from research to practice and assessing the broader contextual variables (e.g., time, cost, training and supervision requirements, institutional support for EBIs) that mitigate the movement of EBIs into practice settings (Schoenwald & Hoagwood, 2001).”
A mental health intervention for schoolchildren exposed to violence: a randomized controlled trial. (2003, background): “Many clinicians have called for such increased generalizability as efforts are made to develop and evaluate interventions in community settings.(51,52) In recent years, there have been increasing calls for developing effective mental health interventions that can be delivered within the constraints ”
A practical implementation science heuristic for organizational readiness: R = MC2 (2015, neutral): “…perceptions of anticipated outcomes of an innovation (Armenakis & Harris, 2009; Substance Abuse and Mental Health Services Administration [SAMHSA], 2010; Schoenwald & Hoagwood, 2001); pressures for change (Hall & Hord, 2011); and emotional responses about the innovation (Rafferty et al., 2013).”
School psychology: A public health framework I. From evidence-based practices to evidence-based policies. (2003, background): “But if the variables that predict uptake are more closely related to systemic or intrapersonal dimensions, then climate may not be the active agent for implementation (Schoenwald & Hoagwood, 2001).”
Dissemination and Implementation of Evidence Based Treatments for Youth: Challenges and Recommendations (2012, methodology): “The development and identification of EBTs has been important for the field; however, researchers have recently highlighted some shortcomings of the approach (e.g., Beidas & Kendall, 2010; Schoenwald & Hoagwood, 2001).”
Leverage Points for the Implementation of Evidence-Based Practice (2004, methodology): “Evaluation should address whether treatments were implemented as planned or as adapted (Schoenwald & Hoagwood, 2001) and what the effects were.”
Commentary: Use of Evidence-Based Interventions in Schools: Where We've Been, Where We Are, and Where We Need to Go (2004, methodology): “A useful distinction has recently emerged between efficacy and effectiveness (Schoenwald & Hoagwood, 2001).”
Implementation Research in Mental Health Services: an Emerging Science with Conceptual, Methodological, and Training challenges (2008, background): “While some heuristics (Ferlie and Shortell 2001; Hohmann and Shear 2002; Schoenwald and Hoagwood 2001) for transportability, implementation, and dissemination have been posited (Brown and Flynn 2002; Chambers et al. 2005), this literature is too often considered from a sole-disciplinary perspective…”
Cultural Exchange and the Implementation of Evidence-Based Practices (2009, neutral): “juvenile justice, primary care, and child welfare (Aarons & Palinkas, 2007; Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Garland, Kruse, & Aarons, 2003; Glisson, 2002; Hoagwood, Burns, Kiser, Ringeisen, & Schoenwald, 2001; Schoenwald & Hoagwood, 2001 ).”
School-based interventions for anxious and depressed youth: A meta-analysis of outcomes (2012, background): “Answers revolve primarily around issues of transportability―the degree to which evidence-based treatments work when implemented in community contexts (Schoenwald & Hoagwood, 2001).”
Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. (2003, background): “Type II transportability research develops the knowledge base regarding “How the intervention works in the real world and who can and who will conduct the intervention, under want conditions, and to what effect” ( Schoenwald & Hoagwood, 2001 ).”