Implementer-Initiated Adaptation of Evidence-Based Interventions: Kids Remember the Blue Wig

Autor/inn/en	Gibbs, D. A.; Krieger, K. E.; Cutbush, S. L.; Clinton-Sherrod, A. M.; Miller, S.
Titel	Implementer-Initiated Adaptation of Evidence-Based Interventions: Kids Remember the Blue Wig
Quelle	In: Health Education Research, 31 (2016) 3, S.405-415 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyw017
Schlagwörter	Intervention; Health Education; Dating (Social); Violence; Adolescents; Focus Groups; Prevention; Interviews; Program Development; Student Needs; Program Implementation; Learner Engagement; Evidence Based Practice + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gewalt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prävention; Vorbeugung; Interviewing; Interviewtechnik; Programmplanung
Abstract	Adaptation of evidence-based interventions by implementers is widespread. Although frequently viewed as departures from fidelity, adaptations may be positive in impact and consistent with fidelity. Research typically catalogs adaptations but rarely includes the implementers' perspectives on adaptation. We report data on individuals implementing an evidence-based teen dating violence prevention curriculum. Key informant interviews (n = 20) and an online focus group (n = 10) addressed reasons for adaptations, adaptation processes and kinds of adaptations. All implementers described making adaptations, which they considered necessary to achieving intended outcomes. Adaptations were tailored to needs of individual students or learning opportunities presented by current events, fine-tuned over repeated applications and shared with colleagues. Adaptations modified both content and delivery and included both planned and in-the-moment changes. Implementers made adaptations to increase student engagement, and to fit students' learning needs, learning style, social maturity and culture. Student engagement served as an indicator that adaptation might be needed and provided feedback about the immediate effects of the adaptation. These findings underscore the value of fidelity assessments that measure participant response, intervention-specific guidance to implementers and evaluation of the impact of adaptations on participant response and intervention outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01