School Predictors of the Intensity of Implementation of School-Based Prevention Programs: Results from a National Study
Abstract
Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clearer, researchers have begun to examine factors that appear to be related to implementation quality. Data from a nationally representative sample of 544 schools were used to examine structural equation models representing hypothesized relationships among school and program factors and implementation intensity, controlling for exogenous community factors. Significant relationships were found between implementation intensity and several school and program factors, including local program development process, integration into school operations, organizational capacity, principal support, and standardization. Implications of these findings are discussed.
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The culture or climate of an intervention setting can support implementation fidelity.
“The culture or climate of the environment in which an intervention takes place can promote implementation fidelity (Bradshaw et al. 2009; Gottfredson and Gottfredson 2002; Payne et al. 2006), although it is often overlooked in the dissemination process (Adelman and Taylor 2003; Burns and Hoagwood 2005; Dusenbury et al. 2003; Greenberg et al. 2005; Rohrbach et al. 2006; Wandersman et al. 2008).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Payne et al. 2006
MSED administrator backing is crucial for successfully disseminating evidence-based interventions at scale.
“This level of support is a critical component of successful large scale dissemination of EBIs (e.g., August et al. 2004; Fagan et al. 2008; Payne et al. 2006).”
From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Payne et al. 2006
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- Authors
- Payne, A. A., Gottfredson, D. C., & Gottfredson, G. D.
- Affiliations
- Villanova University (US)
- University of Maryland, College Park (US)
- Corresponding author
- Payne, Allison Ann
- Venue
- Prevention Science
- Published
- 2006-06
- Volume
- 7
- Issue
- 2
- Pages
- 225-237
- ISSN
- 1389-4986 (ISSN-L)
- 1573-6695
- OpenAlex
- W1995075901
- Cited by
- 210
- References
- 38
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 6 · 2023: 5 · 2022: 4 · 2021: 3 · 2020: 54 · 2019: 15 · 2018: 12 · 2017: 3 · 2016: 6 · 2015: 17 · 2014: 11 · 2013: 19 · 2012: 13
- FWCI
- 22.08
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Prevention Science (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Health Sciences › Medicine › Epidemiology › Substance Abuse Treatment and Outcomes
- Keywords
- school-based prevention, implementation quality, school factors, program development, organizational capacity, principal support, program standardization
- MeSH terms
- Models, Theoretical, Preventive Health Services, School Health Services, United States, Program Evaluation
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