Implementation science and school psychology

doi:10.1037/SPQ0000019

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Implementation science and school psychology

Journal Article•DOI•

Implementation science and school psychology

Susan G. Forman¹, Edward S. Shapiro², Robin S. Codding³, Jorge E. Gonzales⁴, Linda A. Reddy¹, Sylvia Rosenfield⁵, Lisa M. Hagermoser Sanetti⁶, Karen Callan Stoiber⁷ - Show less +4 more•Institutions (7)

Rutgers University¹, Lehigh University², University of Massachusetts Boston³, Texas A&M University⁴, University of Maryland, College Park⁵, University of Connecticut⁶, University of Wisconsin–Milwaukee⁷

01 Jun 2013-School Psychology Quarterly (American Psychological Association Inc.)-Vol. 28, Iss: 2, pp 77-100

TL;DR: 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.

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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.

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Journal Article•DOI•

The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline

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Anne Gregory¹, Kathleen Clawson¹, Alycia Davis¹, Jennifer Gerewitz¹•Institutions (1)

Rutgers University¹

01 Oct 2016-Journal of Educational and Psychological Consultation

TL;DR: Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students and students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers.

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Abstract: Restorative approaches to school discipline are increasingly being implemented throughout the United States in an attempt to reduce reliance on suspension and eradicate the racial discipline gap. Yet, little is known about the experience of students in classrooms utilizing restorative practices (RP). This study draws on student surveys (N = 412) in 29 high school classrooms. Hierarchical linear modeling and regression analyses show that high RP-implementing teachers had more positive relationships with their diverse students. Students perceived them as more respectful and they issued fewer exclusionary discipline referrals compared with low RP implementers. In addition, the findings demonstrate some initial promise of well-implemented RP for narrowing the racial discipline gap. The study found that higher RP implementers issued fewer discipline referrals to Latino and African American students compared with lower RP implementers. The study findings have implications for equity-focused consultation...

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298 citations

Cites background from "Implementation science and school p..."

...We did not have outsider observers verify quality of RP implementation, which many consider the “gold standard” for measuring fidelity of implementation (Forman et al., 2013)....
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...Scholars of implementation science emphasize that single training workshops are not enough (Forman et al., 2013)....
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...Our findings also add to the growing recognition that a systematic focus on how to implement programs well is crucial to the dissemination of school-based programming (for a review, see Forman et al., 2013)....
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Journal Article•DOI•

Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

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Julie Sarno Owens¹, Aaron R. Lyon², Nicole Evangelista Brandt³, Carrie Masia Warner⁴, Erum Nadeem⁵, Craig F. Spiel¹, Mary Wagner⁶ - Show less +3 more•Institutions (6)

Ohio University¹, University of Washington², University of Maryland, Baltimore³, Nathan Kline Institute for Psychiatric Research⁴, New York University⁵, SRI International⁶

01 May 2014-School Mental Health

TL;DR: An implementation science research agenda as it applies to school mental health (SMH) is proposed to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.

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Abstract: In this paper, we propose an implementation science research agenda as it applies to school mental health (SMH). First, we provide an overview of important contextual issues to be considered when addressing research questions pertinent to the implementation of mental health interventions in schools. Next, we critically review three core implementation components: (a) professional development and coaching for school professionals regarding evidence-based practices (EBPs); (b) the integrity of EBPs implemented in schools; and (c) EBP sustainment under typical school conditions. We articulate research questions central to the next generation of research in each of these areas as well as methods to address such questions. Our intent in doing so is to contribute to a developing blueprint to guide community-research partnerships as well as funding agencies in their efforts to advance implementation science in SMH.

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163 citations

Cites background or methods from "Implementation science and school p..."

...Lastly, multilevel interdisciplinary partnerships that include researchers, educators, mental health providers, youth, and families are likely necessary to achieve the research agenda outlined here and elsewhere (Forman et al., 2013)....
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...Working Group on Translating Science to Practice (Forman et al., 2013) provided a valuable explication of the...
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Journal Article•DOI•

The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

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Michael Wigelsworth¹, Ann Lendrum¹, Jeremy Oldfield², A. Scott¹, I. ten Bokkel³, Kelly Tate¹, Carl Emery¹ - Show less +3 more•Institutions (3)

University of Manchester¹, Manchester Metropolitan University², Radboud University Nijmegen³

15 Jul 2016-Cambridge Journal of Education

TL;DR: This article explored previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programs and expanded upon the extant prior meta-analytic literature.

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Abstract: This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes...

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140 citations

Journal Article•DOI•

The Impact of School Mental Health on Student and School-Level Academic Outcomes: Current Status of the Research and Future Directions

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Shannon M. Suldo¹, Matthew J. Gormley², George J. DuPaul², Dawn Anderson-Butcher³•Institutions (3)

University of South Florida¹, Lehigh University², Ohio State University³

01 Jun 2014-School Mental Health

TL;DR: This manuscript summarizes areas of school mental health research relevant to the interplay between students’ academic and social–emotional outcomes, and summarizes observational and intervention studies that connect students' mental health to their academic achievement.

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Abstract: This manuscript summarizes areas of school mental health (SMH) research relevant to the interplay between students’ academic and social–emotional outcomes. After advancing a multidimensional conceptualization of academic success at the levels of individual students and schools, we summarize observational and intervention studies that connect students’ mental health to their academic achievement, with acknowledgment of the bidirectional relationship. Then, current and future directions of SMH research are discussed, including (a) the impact of SMH health initiatives and services on schools’ achievement, (b) the need to address the mental health of historically neglected subgroups of students, and (c) interdisciplinary collaborations necessary to support enhanced outcomes. Based on the findings from these literature integrations, we conclude with recommendations and implications for research and practice.

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123 citations

Cites background or methods from "Implementation science and school p..."

...Further, these organizational variables must be incorporated in any plans to implement prevention and intervention activities in schools (Forman et al., 2013)....
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...• Researcher–school partnerships should incorporate an implementation science approach as essential to the process of translating evidence-based interventions into school context (Forman et al., 2013), and understand the fit between these interventions and the organizational structure of schools (Hoagwood & Johnson, 2003)....
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Journal Article•DOI•

Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice

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Clayton R. Cook¹, Aaron R. Lyon², Jill Locke², Thomas J. Waltz³, Byron J. Powell⁴ - Show less +1 more•Institutions (4)

University of Minnesota¹, University of Washington², Eastern Michigan University³, Washington University in St. Louis⁴

01 Aug 2019-Prevention Science

TL;DR: The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector, results of a seven-step adaptation process resulted in 75 school-adapted strategies.

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Abstract: Schools, like other service sectors, are confronted with an implementation gap, with the slow adoption and uneven implementation of evidence-based practices (EBP) as part of routine service delivery, undermining efforts to promote better youth behavioral health outcomes. Implementation researchers have undertaken systematic efforts to publish taxonomies of implementation strategies (i.e., methods or techniques that are used to facilitate the uptake, use, and sustainment of EBP), such as the Expert Recommendations for Implementing Change (ERIC) Project. The 73-strategy ERIC compilation was developed in the context of healthcare and largely informed by research and practice experts who operate in that service sector. Thus, the comprehensibility, contextual appropriateness, and utility of the existing compilation to other service sectors, such as the educational setting, remain unknown. The purpose of this study was to initiate the School Implementation Strategies, Translating ERIC Resources (SISTER) Project to iteratively adapt the ERIC compilation to the educational sector. The results of a seven-step adaptation process resulted in 75 school-adapted strategies. Surface-level changes were made to the majority of the original ERIC strategies (52 out of 73), while five of the strategies required deeper modifications for adaptation to the school context. Six strategies were deleted and seven new strategies were added based on existing school-based research. The implications of this study's findings for prevention scientists engaged in implementation research (e.g., creating a common nomenclature for implementation strategies) and limitations are discussed.

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121 citations

Cites background from "Implementation science and school p..."

...…a number of unique implementation challenges—including educational timelines, professional characteristics, policies, and organizational constraints (Forman et al. 2013; Owens et al. 2014)—it is likely that strategies designed to support clinical practice in more traditional healthcare settings…...
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References

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Open Access

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Book•

Diffusion of Innovations

[...]

Everett M. Rogers

01 Jan 1962

TL;DR: A history of diffusion research can be found in this paper, where the authors present a glossary of developments in the field of Diffusion research and discuss the consequences of these developments.

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Abstract: Contents Preface CHAPTER 1. ELEMENTS OF DIFFUSION CHAPTER 2. A HISTORY OF DIFFUSION RESEARCH CHAPTER 3. CONTRIBUTIONS AND CRITICISMS OF DIFFUSION RESEARCH CHAPTER 4. THE GENERATION OF INNOVATIONS CHAPTER 5. THE INNOVATION-DECISION PROCESS CHAPTER 6. ATTRIBUTES OF INNOVATIONS AND THEIR RATE OF ADOPTION CHAPTER 7. INNOVATIVENESS AND ADOPTER CATEGORIES CHAPTER 8. DIFFUSION NETWORKS CHAPTER 9. THE CHANGE AGENT CHAPTER 10. INNOVATION IN ORGANIZATIONS CHAPTER 11. CONSEQUENCES OF INNOVATIONS Glossary Bibliography Name Index Subject Index

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38,750 citations

Journal Article•DOI•

Diffusion of innovations

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Thomas W. Valente¹•Institutions (1)

University of Southern California¹

01 Mar 2003-Genetics in Medicine

TL;DR: Upon returning to the U.S., author Singhal’s Google search revealed the following: in January 2001, the impeachment trial against President Estrada was halted by senators who supported him and the government fell without a shot being fired.

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23,419 citations

Journal Article•DOI•

Social learning theory

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Albert Bandura¹•Institutions (1)

Stanford University¹

01 Jan 1977-Canadian Journal of Sociology-cahiers Canadiens De Sociologie

TL;DR: In this article, an exploración de the avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, and autoregulatorios.

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Abstract: Una exploracion de los avances contemporaneos en la teoria del aprendizaje social, con especial enfasis en los importantes roles que cumplen los procesos cognitivos, indirectos, y autoregulatorios.

...read moreread less

20,904 citations

Reference Entry•DOI•

Social Learning Theory

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Spencer K. Thompson¹•Institutions (1)

University of Texas of the Permian Basin¹

15 Jul 2008

12,095 citations

"Implementation science and school p..." refers background in this paper

...Social learning theory (Bandura, 1977) also emphasizes the notion that learning and behavior change are influenced by factors outside of the individual, such as observing another person’s behavior, stressing the importance of the implementer’s observation of and communication with other individuals, and of the social nature of the implementation process....
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...Social learning theory (Bandura, 1977) also emphasizes the notion that learning and behavior change are influenced by factors outside of the individual, such as observing another person’s behavior, stressing the importance of the implementer’s observation of and communication with other…...
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Journal Article•DOI•

Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations

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Trisha Greenhalgh¹, Glenn Robert¹, Fraser Macfarlane², Paul Bate¹, Olivia Kyriakidou² - Show less +1 more•Institutions (2)

University College London¹, University of Surrey²

01 Dec 2004-Milbank Quarterly

TL;DR: A parsimonious and evidence-based model for considering the diffusion of innovations in health service organizations, clear knowledge gaps where further research should be focused, and a robust and transferable methodology for systematically reviewing health service policy and management are discussed.

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Abstract: This article summarizes an extensive literature review addressing the question, How can we spread and sustain innovations in health service delivery and organization? It considers both content (defining and measuring the diffusion of innovation in organizations) and process (reviewing the literature in a systematic and reproducible way). This article discusses (1) a parsimonious and evidence-based model for considering the diffusion of innovations in health service organizations, (2) clear knowledge gaps where further research should be focused, and (3) a robust and transferable methodology for systematically reviewing health service policy and management. Both the model and the method should be tested more widely in a range of contexts.

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6,140 citations

"Implementation science and school p..." refers background in this paper

...…beliefs, and behaviors of administrators, managers, and other stakeholders, as well as organizational policies and procedures related to the intervention; and the external environment of the implementing organization (Fixsen et al., 2005; Greenhalgh et al., 2004; Klein & Sorra, 1996; Rogers, 2003)....
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...Other reviews of the implementation literature have indicated that a monitoring and feedback system is important (Fixsen et al., 2005; Greenhalgh et al., 2004), as is linking the organizational reward system to intervention implementation (Fixsen et al....
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...These studies indicate that implementation can be affected by personal implementer factors, including implementer skill and attitudes and beliefs about the intervention; factors related to the organizational context for the intervention, including the attitudes, beliefs, and behaviors of administrators, managers, and other stakeholders, as well as organizational policies and procedures related to the intervention; and the external environment of the implementing organization (Fixsen et al., 2005; Greenhalgh et al., 2004; Klein & Sorra, 1996; Rogers, 2003)....
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...Other reviews of the implementation literature have indicated that a monitoring and feedback system is important (Fixsen et al., 2005; Greenhalgh et al., 2004), as is linking the organizational reward system to intervention implementation (Fixsen et al., 2005; Klein & Sorra, 1996)....
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