The Relative Importance of Provider, Program, School, and Community Predictors of the Implementation Quality of School-Based Prevention Programs

Abstract

Previous research has demonstrated the importance of a variety of factors on the implementation of school-based prevention programs, specifically characteristics of program providers, program structure, school climate, and school and community structure. The current study expands this research by examining the potential relationships between all of these factors and implementation quality in a series of multilevel models. Using data from a nationally representative sample of 3,730 program providers surveyed in 544 schools, it was found that program structure characteristics were of greater importance in the prediction of high quality implementation than were characteristics of the program providers, school climate, and school and community structure. Implications of these findings are discussed.

Factors associated with the implementation of the Familias Unidas intervention in a type 3 translational trial

“…Several variables at the facilitator and organizational levels, however, were found to impact direct and indirect adherence and competence ratings. These findings are generally consistent with previous literature indicating that positive provider attitudes and perceptions are positively related to intervention fidelity [23]. School size and other indicators of the school climate (i.e., SES, school performance grade), also impacted either adherence or competence [30,31].…”

“…Characteristics of those delivering interventions, including positive attitudes towards EBIs, have also been associated with high-quality implementation [23]. Similar to participants making behavioral changes within preventive interventions, community providers adopting EBIs may differ in their readiness to engage in new practices [24].…”

Prevenção da violência escolar: uma revisão da literatura

“…Estes estudos buscaram sinalizar a efetividade e qualidade dos programas de prevenção e enfrentamento da violência realizados em espaços escolares (FARRELL, 2001;GOTTFREDSON;GOTTFREDSON, 2002;MYTTON et al, 2002;HUMPHRIES;KEENAN, 2006;OZER, 2006;PARK-HIGGERSON et al, 2008;PAYNE, 2009;ECKERT, 2010;SALGADO et al, 2014;THOMPKINS et al, 2014).…”

Toward Dynamic Adaptation of Psychological Interventions for Child and Adolescent Development and Mental Health

“…These issues relate to sensitivity to diversity and systematic consideration of inter-and intraindividual differences in child and adolescent development; culture and context in which the child (and the intervention) is embedded; and the creation of collaborative, flexible, and dynamic systems of support in the school setting (see Chorpita & Daleiden, 2014;Payne & Eckert, 2010;Peurach & Glazer, 2012). We have discussed if and how adaptation of existing practice in each of these domains matters for improving service delivery in school settings.…”