Investigating strategies to increase general education teachers' adherence to evidence-based social-emotional behavior practices: A meta-analysis of the single-case literature

Longitudinal Effects of a Motivationally Focused Strategy to Increase the Yield of Training and Consultation on Teachers’ Adoption and Fidelity of a Universal Program

“…The findings from this study suggest the need for multi-faceted implementation approaches that combine and sequence different strategies to promote successful adoption and persistence towards high fidelity. The implementation literature is mixed with regard to whether multi-faceted or bundled strategies are more effective than single component, discrete strategies (Merle et al, 2022a , 2022b ; Squires et al, 2014 ). Regardless, we concur with others who have articulated how the effects of multi-faceted strategies can be increased through precisely targeting mechanisms of behavior change (Lewis et al, 2018 ), and through careful sequencing of strategies at critical junctures of the implementation process (Kilbourne et al, 2014 ).…”

“…BASIS-T had an effect on immediate adoption and revealed potential mechanisms impacting this change. However, to ensure the sustainability of change efforts, future strategies that uncover the mechanisms that protect against implementer fade and regression toward the mean are warranted, as there is scant research in this area (Merle et al, 2022b ). In this study, we attempted to protect against implementer deterioration in fidelity by including a timely booster experience roughly two weeks into the school year, which aligns with other research documenting this phenomenon (Noell et al, 2005 ).…”

“…In order to ensure that teachers successfully implement EBPPs, they need to be supported both prior to and during implementation (Merle et al, 2022a , 2022b ). The discrete practices used to support teacher implementation, implementation strategies , represent the methods and techniques used to promote implementation outcomes (e.g., appropriateness, feasibility, adoption and fidelity; Powell et al, 2015 ).…”

“…Staff development through didactic training is a core implementation strategy to address implementation gaps (Lyon et al, 2017 ; Owens et al, 2014 ). Pre-implementation didactic training, however, is often insufficient or suboptimal at promoting teachers’ EBPP adoption (i.e., initial uptake) and fidelity (i.e., adherence to core practices) in pursuit of achieving meaningful changes in youth outcomes (Joyce & Showers, 2002 ; Merle et al, 2022a , 2022b ; Reinke et al, 2008 ). Only around 40% of teachers adopt a new practice with training alone (Sanetti et al, 2013 ), and among those who do adopt, fidelity deteriorates within 10 days of adoption (Reinke et al., 2008 ; Sanetti & Kratochwill, 2009 ).…”

Examining teacher approaches to implementation of a classwide SEL program.

“…Though the program is delivered at the class level, coordinated schoolwide planning efforts have been recommended for such universal programs to ensure high-quality program completion and sustainability (CASEL, 2019; Durlak, 2015). Brief, time-efficient implementation strategies delivered through a tiered support system may be a promising approach to improving intervention adherence and effectiveness (Merle et al, 2022). Still, indicators of lesson delivery quality (e.g., preparedness, responsiveness to student questions) were rated consistently highly, despite variation in training and PD opportunities.…”