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Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework
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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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“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
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“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
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“Well developed, theoretically based programs should possess a core set of lessons and techniques (mechanisms of change) that are central to the effectiveness of the intervention; these should be used to measure quality as well as the impact of program adaptations (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
In the citing paper
“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 Domitrovich et al., 2008
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Metadata
- 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
- 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
- bronze
- doi.org
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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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