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

被引：439

作者：

Domitrovich, Celene E. ^{[1
]}

Bradshaw, Catherine P. ^{[2
]}

Poduska, Jeanne M. ^{[3
]}

Hoagwood, Kimberly ^{[4
]}

Buckley, Jacquelyn A. ^{[5
]}

Olin, Serene ^{[4
]}

Romanelli, Lisa Hunter ^{[6
]}

Leaf, Philip J. ^{[2
]}

Greenberg, Mark T. ^{[1
]}

Ialongo, Nicholas S. ^{[5
]}

机构：

[1] Penn State Univ, Prevent Res Ctr, 109 South Henderson Bldg, University Pk, PA 16801 USA

[2] Johns Hopkins Ctr Prevent Youth Violence, Baltimore, MD 21218 USA

[3] American Inst Res, Boston, MA 02215 USA

[4] Columbia Univ, New York, NY 10027 USA

[5] Johns Hopkins Ctr Prevent & Early Intervent, Baltimore, MD 21218 USA

[6] Resource Adv Childrens Hlth REACH Inst, Layfette, LA 70503 USA

来源：

ADVANCES IN SCHOOL MENTAL HEALTH PROMOTION | 2008年 / 1卷 / 03期

关键词：

implementation quality; prevention; schools; conceptual framework;

D O I：

10.1080/1754730X.2008.9715730

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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.

引用

页码：6 / 28

页数：23

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