Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students’ Social, Emotional, and Academic Learning

Anyon, Yolanda; Nicotera, Nicole; Veeh, Christopher A.

doi:10.1093/cs/cdw008

Cited by 35 publications

(93 citation statements)

References 16 publications

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“…Studies reflected that consultation/facilitation was provided to individuals (Bradshaw et al, 2012; Rosen et al, 2012) as well as groups of stakeholders (Kousgaard & Thorsen, 2012; Murray et al, 2018) and occurred either in-person (Anyon et al, 2016; Dobbins et al, 2018; Eiraldi et al, 2018), or remotely (C. H. Brown et al, 2014; Gustafson et al, 2013; Kauth et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

Implementation Support Skills: Findings From a Systematic Integrative Review

Albers

Metz

Burke

et al. 2020

Research on Social Work Practice

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Purpose: Skills in selecting and designing strategies for implementing research-supported interventions (RSIs) within specific local contexts are important for progressing a wider RSI adoption and application in human and social services. This also applies to a particular role in implementation, the implementation support practitioner (ISP). This study examines which strategies have been reported as being used by ISPs across multiple bodies of research on implementation support and how these strategies were applied in concrete practice settings. Methods: A systematic integrative review was conducted. Data analysis utilized the Expert Recommendations for Implementing Change compilation of implementation strategies. Results: Studies reported on 18 implementation strategies commonly used by different ISPs, who require mastery in selecting, operationalizing, and detailing these. Two further strategies not included in the ERIC compilation could be identified. Discussion: Given the use of primarily more feasible implementation support strategies among ISPs, their potential as agents of change may be underutilized.

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Section: Resultsmentioning

confidence: 99%

Implementation Support Skills: Findings From a Systematic Integrative Review

Albers

Metz

Burke

et al. 2020

Research on Social Work Practice

View full text Add to dashboard Cite

show abstract

“…Teachers for example reported about less student distractedness and aggressiveness and that students grew to be better at expressing their thoughts (Doikou-Avlidou, And, and Dadatsi 2013), that they themselves had become more tolerant and aware of cultural diversity (Dolev and Leshem 2016), and they also referred in self-reports to positive changes in their practice (Jennings et al 2011). Some recent studies have used classroom observation as an outcome measure (Abry, Rimm-Kaufman, and Curby 2017;Anyon 2016;Jennings et al 2011Jennings et al , 2014Jennings et al , 2017Murray, Rabiner, and Carrig 2014;Magos 2007). Though classroom observation is a time-consuming method it has the obvious advantage compared to self-rating-scales, that the possible`blind-spots´in the teachers' self-awareness is addressed by looking at their actual practice.…”

Section: Theme 5: Methodology In the Reviewed Researchmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

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Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be`in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.

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“…Engagement in these health-risk behaviors robs youths of unmet potential and substantially increases their need for health care and social services (Hwang, Weaver, Aubry, & Hoch, 2011;Turnbull, Muckle, & Masters, 2007 Despite having a clearly depicted conceptual and research model to guide an intervention study, one must recognize and control a number of extraneous variables that can threaten the fidelity of such a study. Among those extraneous variables are such things as how compatible the intervention is with a provider's beliefs about behavior change, how well the intervention provider buys into the aims and approaches of the intervention, how the intervention providers are trained, and whether or not they are monitored and supported on a daily basis (Anyon, Nicotera, & Veeh, 2016). At the onset of an intervention study, the investigators must have a clear idea of what competencies are needed in an intervention facilitator and must be committed to hiring those individuals who have such competencies and who will buy into the study's conceptual or theoretical foundation of the study (Borrelli et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

Intervention Fidelity and Facilitator Training

et al. 2018

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Intervention fidelity is an ongoing concern for rigorous research, from the initial stages of planning and study design to the maintenance of internal validity. An added concern is the balance between fidelity and design accommodation to better suit varied populations and individuals. In this article, we describe our process for monitoring intervention fidelity during an individualized, yet standardized, strengths-based intervention with homeless youths, in which we include periodic training of our professional intervention facilitators. In our ongoing study, which is based on a Solomon four-group design with repeated measures, monitoring and training are essential to ensure intervention fidelity. Despite a rich literature about intervention fidelity, little guidance is available to help researchers and practitioners implement fidelity strategies in the real world with vulnerable populations. This article addresses this gap.

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Contextual Influences on the Implementation of a Schoolwide Intervention to Promote Students’ Social, Emotional, and Academic Learning

Cited by 35 publications

References 16 publications

Implementation Support Skills: Findings From a Systematic Integrative Review

Implementation Support Skills: Findings From a Systematic Integrative Review

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Intervention Fidelity and Facilitator Training

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