Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector

Autor/inn/en	McLeod, Bryce D.; Sutherland, Kevin S.; Conroy, Maureen A.; Lyon, Aaron R.; Chapman, Jason E.; Granger, Kristen L.; Saldana, Lisa
Titel	Study Protocol: Multi-Level Determinants of Implementation and Sustainment in the Education Sector
Quelle	In: Journal of Emotional and Behavioral Disorders, 31 (2023) 1, S.27-40 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sutherland, Kevin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/10634266221090160
Schlagwörter	Evidence Based Practice; Behavior Disorders; Emotional Disturbances; Elementary School Students; At Risk Students; Elementary School Teachers; Program Implementation; Fidelity; Sustainability; Primary Education; Virginia; Florida; Organizational Climate Description Questionnaire; Teachers Sense of Efficacy Scale; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Gefühlsstörung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Nachhaltigkeit; Primarbereich
Abstract	Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will (a) determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol article describes SEISMIC, which builds upon a federally funded randomized clinical trial evaluating BEST in CLASS, a teacher-delivered program for K to Grade 3 children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01