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Cited by 471Health Policy Implementation ScienceSchool Health and Nursing EducationBehavioral and Psychological Studies

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

Forman, Susan G., Olin, S. Serene, Hoagwood, Kimberly Eaton, Crowe, Maura, Saka, Noa·2009·School Mental Health
DOI 10.1007/s12310-008-9002-5
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Crossref · 10.1007/s12310-008-9002-5

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19 of 19 references verified0 citation errors · 0 not checkable

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  • This perception is in line with research and models of school-based implementation, which highlight the importance of support of teachers and administrators to successful implementation (Domitrovich et al., 2008; Forman et al., 2009).

    “This perception is in line with research and models of school-based implementation, which highlight the importance of the support of teachers and administrators to successful implementation (Domitrovich et al., 2008; Forman et al., 2009).”

    From Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation (2010) · cites this paper as Forman et al., 2009

  • Similar barriers and facilitators were found in a study of school-based treatment developers' perceptions of implementation barriers and facilitators (Forman et al., 2009).

    “Similar barriers and facilitators were found in a study of school-based treatment developers’ perceptions of implementation barriers and facilitators (Forman, Olin, Hoagwood, Crowe, & Saka, 2009).”

    From Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation (2010) · cites this paper as Forman, Olin, Hoagwood, Crowe, & Saka, 2009

  • Competing responsibilities is consistent with prior research (Forman et al., 2009).

    “and is consistent with prior research (Forman et al., 2009).”

    From Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation (2010) · cites this paper as Forman et al., 2009

  • Although the frontline clinicians interviewed in this study did not explicitly mention funding as a barrier, this pattern is a reflection of Forman et al.'s (2009) findings in which treatment developers cited funding as the most frequently cited obstacle to successful implementation.

    “Although the frontline clinicians interviewed in this study did not explicitly mention funding as a barrier, this pattern is a reflection of Forman et al.’s (Forman et al. 2009) findings in which treatment developers cited funding as the most frequently cited obstacle to successful implementation.”

    From Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation (2010) · cites this paper as Forman et al. 2009

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Authors
Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N.
Affiliations
  • Rutgers, The State University of New Jersey (US)
  • Columbia University (US)
  • Hebrew University of Jerusalem (IL)
Corresponding author
Forman, Susan G.
ORCID
Venue
School Mental Health
Publisher
Springer Science and Business Media LLC
Published
2008-11-25
Volume
1
Issue
1
Pages
26-36
ISSN
  • 1866-2625 (ISSN-L)
  • 1866-2633
DOI
10.1007/s12310-008-9002-5
OpenAlex
W2160116254
Cited by
471
References
19
Citations by year
2026: 26 · 2025: 26 · 2024: 27 · 2023: 31 · 2022: 41 · 2021: 48 · 2020: 38 · 2019: 46 · 2018: 40 · 2017: 30 · 2016: 23 · 2015: 27 · 2014: 22 · 2013: 26 · 2012: 8
FWCI
7.33
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
School Mental Health (publishedVersion)
Funders
  • American Psychological Association
  • National Association of School Psychologists
Topics
  • Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
  • Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
evidence-based interventions, school-based intervention, implementation barriers, implementation facilitators, intervention sustainability, administrator support, teacher support, financial resources, stakeholder engagement, employee turnover

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