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Cited by 762Health Policy Implementation ScienceSchool Health and Nursing EducationBehavioral and Psychological Studies

Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

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Domitrovich, Celene E., Bradshaw, Catherine P., Poduska, Jeanne M., Hoagwood, Kimberly, Buckley, Jacquelyn A., Olin, Serene, Romanelli, Lisa Hunter, Leaf, Philip J. +2 more·2008·Advances in School Mental Health Promotion
DOI 10.1080/1754730x.2008.9715730PMC PMC4865398
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Abstract

Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of school-based interventions. Future directions for research on implementation are discussed.

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Crossref · 10.1080/1754730x.2008.9715730

Cites

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  • Understanding and addressing barriers and enablers to implementation of stress management programmes in schools would support the development of effective implementation strategies.

    “Understanding and addressing the barriers and enablers to implementation of stress management programmes in schools would support the development of effective implementation strategies (Albers & Pattuwage, 2017;Domitrovich et al., 2008), resulting in significant health, economic and social benefits for large numbers of young people, their families and the community.”

    From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Domitrovich et al., 2008

    The multilevel implementation quality framework (School-level factors; page unavailable) says understanding school context is critical to implementing and sustaining interventions. Future directions (Theory-driven research on implementation quality; page unavailable) recommends developing and testing interventions aimed at factors that affect implementation. The paper addresses school-based preventive interventions generally, not stress-management programmes specifically. (LLM, conf=0.83)

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  • Teachers experiencing high stress may be less likely to use evidence-based behavioral practices in classrooms and deliver these practices with fidelity.

    “However, teachers experiencing high stress may be less likely to use evidence -based behavioral practices in classrooms and deliver these practices with fidelity (Domitrovich et al., 2008).”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Domitrovich et al., 2008

    In “The multilevel implementation quality framework” (page unavailable), the paper says teacher burden and stress can negatively affect program implementation. Its “Individual-level factors” section also suggests psychological functioning, including stress, affects implementation quality. These passages support the hedged claim about delivery quality, but do not specifically establish that stressed teachers are less likely to use evidence-based behavioral practices in their classrooms. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Addressing barriers and enablers to implementation of stress management programmes in schools would result in significant health, economic and social benefits for large numbers of young people, their families and the community.

    “Understanding and addressing the barriers and enablers to implementation of stress management programmes in schools would support the development of effective implementation strategies (Albers & Pattuwage, 2017;Domitrovich et al., 2008), resulting in significant health, economic and social benefits for large numbers of young people, their families and the community.”

    From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Domitrovich et al., 2008

  • Supervision and feedback, even if only global, may matter for implementation quality.

    “Research indicates that some form of supervision and feedback, even at a global level, may be important to quality of implementation (Domitrovich et al. 2008).”

    From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Domitrovich et al. 2008

  • The yearly teacher survey assesses factors at the individual level that fidelity research often neglects, such as enthusiasm, stress, and prior experience.

    “Finally, our annual teacher survey measures other individual-level factors often overlooked in implementation fidelity research, including teacher characteristics, such as enthusiasm, level of stress, and prior experience (e.g., Domitrovich et al. 2008; Dusenbury et al. 2005; Han and Weiss 2005; Greenberg et al. 2005).”

    From Translational research in South Africa: evaluating implementation quality using a factorial design (2012) · cites this paper as Domitrovich et al. 2008

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Cites

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Research works printed but not linked: 9

  1. Barrett S Bradshaw CP Lewis-Palmer T 2008 Maryland state-wide PBIS initiative: systems, evaluation, and next steps Journal of Positive Behavior Interventions 10 105 14
  2. Brint S 2006 Schools as social institutions Schools and Society Stanford University Press
  3. Collaborative for Academic, Social, and Emotional Learning 2005 The Illinois Edition of Safe and Sound: An educational leader’s guide to evidence-based social and emotional learning programs Chicago, IL Author
  4. Domitrovich CE Greenberg MT 2000 The study of implementation: current findings from effective programs for school aged children Journal of Educational and Psychological Consultation 11 193 222
  5. Hall GE Hord SM 1987 Change in School: Facilitating the process Albany, NY State University of New York Press
  6. Kataoke S Rowan B Hoagwood K 2008 Mental health and education policy: issues and future directions Paper presented at the Fundamental Policy – Spotlight on Mental Health Conference Washington, DC
  7. Koth CW Bradshaw CP Leaf PJ 2008 Examining the relationship between classroom-level factors and students’ perception of school climate Journal of Educational Psychology 100 96 104
  8. Leaf PJ Alegria M Cohen P 1996 Mental health service use in the community and schools: results from the four-community MECA study Journal of the American Academy of Child & Adolescent Psychiatry 35 889 97 8768348
  9. Ransford C 2008 The Role of School and Teacher Characteristics on Teacher Burnout and Implementation Quality of SEL Curriculum Unpublished doctoral dissertation Pennsylvania State University

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Authors
Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., Romanelli, L. H., Leaf, P. J., Greenberg, M. T., & Ialongo, N. S.
Affiliations
  • Pennsylvania State University (US)
  • Johns Hopkins University (US)
  • American Institutes for Research (US)
  • Columbia University (US)
ORCID
Venue
Advances in School Mental Health Promotion
Publisher
Informa UK Limited
Published
2008-01
Volume
1
Issue
3
Pages
6-28
ISSN
  • 1754-730X (ISSN-L)
  • 2049-8535
DOI
10.1080/1754730x.2008.9715730
PMC
PMC4865398
OpenAlex
W2112328615
Cited by
749
References
168
Citations by year
2026: 54 · 2025: 58 · 2024: 69 · 2023: 62 · 2022: 71 · 2021: 62 · 2020: 46 · 2019: 56 · 2018: 47 · 2017: 30 · 2016: 33 · 2015: 42 · 2014: 30 · 2013: 29 · 2012: 26
FWCI
21.85
Type
journal article
Language
en
Open access
Locations
  • Advances in School Mental Health Promotion (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • Research Explorer (The University of Manchester) (submittedVersion)
Funders
  • Centers for Disease Control and Prevention (U49CE000728, K01CE001333, K01 CE 001333-01)
  • National Institute of Mental Health (P30MH066247, K01CE001333-01)
  • National Institute on Drug Abuse (R01DA019984)
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
implementation quality, evidence-based practice, school-based prevention, implementation research, dissemination, research-to-practice translation, intervention sustainability, conceptual framework, three-level framework, school-based mental health promotion

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