Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

Etude de la coherence entre differentes sources (269 echantillons utilisees dans 119 etudes) concernant les evaluations des problemes affectifs et comportementaux d'enfants et d'adolescents âges de 1 1/2 a 19 ans

Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity.

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A User’s Guide

Resilience in Development: A Synthesis of Research across Five Decades

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.

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

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.

Implementation science and school psychology

In recent years, a large number of schools around the country have implemented schoolwide positive behavior support (SWPBS; Sugai & Horner, 2006). Because of the increasing use of this model of sup...

Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention.

Effects of stress inoculation training and coworker support groups on teachers' stress.

Stress and Coping in Children and Adolescents. Learning to Relax. Facilitating Social Problem Solving. Improving Social Interactions. Acquiring Assertiveness Skills. Using Self--Instruction Techniques. Decreasing Irrational Beliefs. Developing Stress--Reducing Thought Patterns. Changing Beliefs About Success and Failure. Promoting Behavioral Self--Control. Prevention Applications. Successful Implementation.

Susan G. Forman

Papers

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

Implementation science and school psychology

Understanding School Personnel's Resistance to Adopting Schoolwide Positive Behavior Support at a Universal Level of Intervention.

Effects of stress inoculation training and coworker support groups on teachers' stress.

Coping Skills Interventions for Children and Adolescents