Predicting Teachers' and Schools' Implementation of the Olweus Bullying Prevention Program: A Multilevel Study.

Kallestad, Jan Helge; Olweus, Dan

doi:10.1037/1522-3736.6.0021a

Cited by 56 publications

(110 citation statements)

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“…Consistent with previous research, we found that perceived school support, belief that the program was beneficial, and comfort with implementation were associated with higher levels of implementation fidelity (Beets et al, 2008; Ennett et al, 2003; Gregory et al, 2007; Kallestad & Olweus, 2003; Kam et al, 2003; Klimes-Dougan et al, 2009; Ringwalt et al, 2003). Given the considerable pressures teachers face to prepare students for standardized tests, prevention curricula are often seen as ancillary (Ringwalt et al, 2003).…”

Section: Discussionsupporting

confidence: 89%

“…Therefore, when a principal supports the implementation of an intervention, teachers are likely to implement the program with greater fidelity (Gregory, Henry, & Schoeny, 2007; Kam, Greenberg, & Walls, 2003; Ringwalt et al, 2003). Other factors, such as teachers' beliefs about the benefits of a particular program and comfort implementing the program, have also been shown to increase implementation fidelity (Beets et al, 2008; Ennett et al, 2003; Kallestad & Olweus, 2003; Klimes-Dougan et al, 2009; Little, Sussman, Sun, & Rohrbach, 2013; Ringwalt et al, 2003). The influence of these types of contextual factors on the fidelity of prevention program implementation in schools is an integral, yet often overlooked, part of implementation research.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Teacher Fidelity of Implementation of Pathways to Health on Student Outcomes

et al. 2013

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Previous research has demonstrated the importance of ensuring that programs are implemented as intended by program developers in order to achieve desired program effects. The current study examined implementation fidelity of Pathways to Health (Pathways), a newly developed obesity prevention program for fourth- through sixth-grade children. We explored the associations between self-reported and observed implementation fidelity scores and whether implementation fidelity differed across the first 2 years of program implementation. Additionally, we examined whether implementation fidelity affected program outcomes and whether teacher beliefs were associated with implementation fidelity. The program was better received, and implementation fidelity had more effects on program outcomes in fifth grade than in fourth grade. Findings suggest that implementation in school-based obesity programs may affect junk food intake and intentions to eat healthfully and exercise. School support was associated with implementation fidelity, suggesting that prevention programs may benefit from including a component that boosts school-wide support.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

The Effects of Teacher Fidelity of Implementation of Pathways to Health on Student Outcomes

et al. 2013

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“…Surprisingly, teachers’ favorable beliefs about the value of Project TND following the standard training workshop were negatively associated with implementation fidelity. This finding is inconsistent with previous studies that have shown when providers’ beliefs are favorable towards the prevention program, implementation fidelity is higher (Beets, et al, 2008; Kallestad & Olweus, 2003; Klimes-Dougan, et al, 2009; Ringwalt, et al, 2003). However, our findings are consistent with one published study that found that teachers’ support for the research-based program was inversely associated with their use of the program’s interactive teaching techniques during program implementation (Mihalic, et al, 2008).…”

Section: Discussioncontrasting

confidence: 99%

“…Organizational characteristics are also central to understanding implementation fidelity, because administrators, teachers and students are embedded within the shared environment of the school and school district (Domitrovich et al 2008). Implementation fidelity of prevention programs has been associated with various aspects of the school climate, such as capacity for change, openness to change, and positive communication between teachers and administrators (Beets et al 2008; Ennett et al 2003; Gittelsohn et al 2003; Gottfredson and Gottfredson 2002; Kallestad and Olweus 2003; Klimes-Dougan et al 2009; Rohrbach et al 2005). Additionally, when a program aligns with a school’s policies, it is more likely to be implemented with quality (Kallestad and Olweus 2003; Payne et al 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Implementation fidelity of prevention programs has been associated with various aspects of the school climate, such as capacity for change, openness to change, and positive communication between teachers and administrators (Beets et al 2008; Ennett et al 2003; Gittelsohn et al 2003; Gottfredson and Gottfredson 2002; Kallestad and Olweus 2003; Klimes-Dougan et al 2009; Rohrbach et al 2005). Additionally, when a program aligns with a school’s policies, it is more likely to be implemented with quality (Kallestad and Olweus 2003; Payne et al 2006). Factors related to the structure of the school and surrounding community, such as school size and urbanicity, also have been associated with prevention program implementation, such that larger schools in more urban areas demonstrate higher levels of program use (Payne 2009; Payne et al 2006).…”

Section: Introductionmentioning

confidence: 99%

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The effects of implementation fidelity in the Towards No Drug Abuse dissemination trial

et al. 2013

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Purpose The current study examines the influence of contextual and provider-level factors on the implementation fidelity of a research-based substance abuse prevention program. Also, it investigates whether two provider-level factors, self-efficacy and beliefs about the value of the program, statistically moderate and mediate the effects of a provider training intervention on implementation fidelity. Design/methodology/approach Using generalized mixed-linear modeling, we examine relationships between program provider-, organizational, and community-level factors and implementation fidelity in a sample of 50 high school teachers from 43 high schools in 8 states across the U.S. Fidelity of implementation was assessed utilizing an observation procedure. Findings Implementation fidelity was negatively associated with the urbanicity of the community and the level of teachers’ beliefs about the value of the program, and positively predicted by the organizational capacity of the school. Comprehensive training significantly increased teachers’ self-efficacy, which resulted in an increase in implementation fidelity. Research implications School-based prevention program implementation is influenced by a variety of contextual factors occurring at multiple ecological levels. Future effectiveness and dissemination studies need to account for the complex nature of schools in analyses of implementation fidelity and outcomes. Practical implications Our findings suggest that both provider- and organizational-level factors are influential in promoting implementation fidelity. Before implementation begins, as well as throughout the implementation process, training and ongoing technical assistance should be conducted to increase teachers’ skills, self-efficacy, and comfort with prevention curricula. Originality/value The present study is one of the few to examine contextual and provider-level correlates of implementation fidelity and use mediation analyses to explore whether provider-level factors mediate the effects of a provider training intervention on implementation fidelity.

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School‐Based Social and Emotional Learning Programs

Kress

Elias

2007

Handbook of Child Psychology

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Predicting Teachers' and Schools' Implementation of the Olweus Bullying Prevention Program: A Multilevel Study.

Cited by 56 publications

References 0 publications

The Effects of Teacher Fidelity of Implementation of Pathways to Health on Student Outcomes

The Effects of Teacher Fidelity of Implementation of Pathways to Health on Student Outcomes

The effects of implementation fidelity in the Towards No Drug Abuse dissemination trial

School‐Based Social and Emotional Learning Programs

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