Implementation science and school psychology.

Abstract

The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school learning environments. Key elements of implementation and implementation science are described. Four critical issues for implementation science in school psychology are presented: barriers to implementation, improving intervention fidelity and identifying core intervention components, implementation with diverse client populations, and implementation in diverse settings. What is known and what researchers need to investigate for each set of issues is addressed. A discussion of implementation science methods and measures is included. Finally, implications for research, training and practice are presented.

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

“…In the current era of evidence-based practice and service delivery, understanding the conditions under which intervention effects can be augmented holds a great deal of treatment utility. Likewise, there is mounting emphasis on the need to identify and implement effective treatments using approaches that are idiosyncratic and efficient (Forman et al, 2013). Thus, uncovering tailor-made interventions that appear to hold promise for specific individuals in specified contexts and can effectively bridge the science-to-practice gap is of increased relevance.…”

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

“…Consistent with a stage-based approach to implementation science, determining the feasibility of intervention implementation in the school setting is an important step prior to conducting an efficacy trial, and a pilot study can provide valuable information to this end (Forman et al 2013). In addition, attending to process-oriented variables in evaluating feasibility -in this case, factors such as parents' attitude and openness toward programme principles, parents' degree of participation in sessions and parents' comprehension of programme strategies-can also elucidate the programme's likelihood of remaining acceptable when implemented more broadly and in contexts requiring further adaptation (Berkel et al 2011;see Forman et al 2013 for a review).…”

Educational interventions for children with ASD: A systematic literature review 2008–2013

“…Despite the substantial effort invested in developing evidence-based practice -often through a focus on interventions evaluated as high quality evidence -there is concern that outcomes have been variable (Dingfelder & Mandell, 2011). Consequently, there has been renewed emphasis on the importance of implementation factors in recent years (Forman et al, 2013). Barriers to implementation of evidence-based educational interventions reflect those identified in the wider implementation literature, such as the external environment (Hicks et al, 2014), organisational factors (Forman et al, 2013) and personal implementer factors (Forman, Fagley, Chu & Walkup, 2012).…”

“…Consequently, there has been renewed emphasis on the importance of implementation factors in recent years (Forman et al, 2013). Barriers to implementation of evidence-based educational interventions reflect those identified in the wider implementation literature, such as the external environment (Hicks et al, 2014), organisational factors (Forman et al, 2013) and personal implementer factors (Forman, Fagley, Chu & Walkup, 2012).…”