Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators

Abstract

This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings. Developers of interventions that have been designated as ''evidence-based'' in multiple vetted lists and registries available to schools participated in a structured interview. The interview focused on potential facilitators and barriers to implementation and sustainability of their intervention. The interviews were transcribed and coded to identify similarities and differences among the responses as well as themes that cut across participants. Results indicated that those concerned with effective implementation and sustainability need to address several areas: (a) development of principal and other administrator support; (b) development of teacher support; (c) development of financial resources to sustain practice; (d) provision of high-quality training and consultation to ensure fidelity; (e) alignment of the intervention with school philosophy, goals, policies, and programs; (f) ensuring that program outcomes and impact are visible to key stakeholders; and (g) development of methods for addressing turnover in school staff and administrators.

Trauma-Informed Schools: Introduction to the Special Issue

“…Nadeem and Ringle (2016) found that de-adoption of CBITS was associated with district-level leadership changes, financial and workforce instability, and shifting priorities at the school-and district-level. As they point out, these sustainment barriers are common to those observed with other school-based mental health programs (Forman, Olin, Hoagwood, Crowe, & Saka, 2009;Stirman et al, 2012). Comprehensive integration of trauma-informed approaches into the larger school context and culture may help overcome these system-level sustainment barriers.…”

The Child’s Voice in Determining Program Acceptability for a School-Based Mindfulness Intervention

“…Many commentators in the field of school-based interventions have identified a greater need for evidence regarding early intervention and promotion programs to ensure the quality of programs being implemented (Lyon et al 2014). Qualitative data regarding an intervention offers researchers a means of gaining an in-depth understanding of what participants think about the logistics of the program as well as whether they actually like doing it (Forman et al 2009). The use of qualitative data to inform program modification and assess acceptability is indispensable for any program evaluation (Fabiano et al 2014).…”

The Impact of Cardiac Coherence on Executive Functioning in Children with Emotional Disturbances

“…The months of April and May are typically noted as months when school students experience more pronounced emotional and behavioral problematic behaviors. 20 There were increased distractions in the school schedule during the time of the study, including administration of Pennsylvania State School Assessments, which occurred during at least part of each school day for a 2-week period in March 2013. A more desirable time in the school year to conduct research would have been during the fall prior to the distractions that come with the Christmas and New Year holidays.…”