Search results
Jul 31, 2020 · Before the intervention is implemented in schools, both the evaluation team and the research team who plans the implementation process meet with a group of representatives of teachers, principals, and students to discuss possible challenges and facilitators.
- Download PDF
ABSTRACT. Data on implementation of school-based...
- Download PDF
Jun 27, 2023 · Successful implementation and evaluation of school-based intervention programs require clear communication, close and regular contact, flexibility, and the development of school-specific protocols tailored to the needs of each school and their unique population.
We then present a multilevel framework of factors that both theory and empirical research suggest may influence the quality with which preventive interventions are implemented in schools. We conclude with a discussion of areas for future research on implementation and diffusion in school settings.
- Celene E. Domitrovich, Catherine P. Bradshaw, Jeanne M. Poduska, Kimberly Hoagwood, Jacquelyn A. Buc...
- 10.1080/1754730x.2008.9715730
- 2008
- 2008/07
- Study Design
- Ethics, Data Protection, and Funding
- Sample Size
- Recruitment of Schools
- Randomization of Schools
- Drop-Out Schools
- Participants and Consent Procedure
- Intervention
- Intervention Development
- Intervention Delivery
The study is an ongoing cluster randomized controlled trial (RCT) with two arms. Eligible schools were randomly allocated either to an intervention or a control group. Data has been collected at baseline, 6 months after baseline, and will be collected also 18 months after baseline from the same participants (children and their parents, teachers and...
The Ethical Committee of the National Institute for Health and Welfare (NIHW) in Helsinki, Finland has approved the trial study protocol. The trial has also been registered in the ClinicalTrials.gov registry (NCT02178322). All participants have been informed about the aim of the study and the related study procedure prior to their participation. An...
Power analyses were conducted to estimate the required sample size. The starting point for calculations was a multilevel model comprising two levels: school and pupil. It was assumed that 2-5 classes (typically 2-3) would participate per school, one class containing 20 pupils, the recruitment rate being 70% and attrition 10% during the follow-up. C...
The intervention program is school-based, and was carried out among children in the third, second and third grade classes by teachers and among school staff by principals. All Finnish primary schools had the opportunity to participate if the school had a minimum of two teachers who agreed to participate for the whole study period of two years. As a...
Schools that met the eligibility criteria were randomly assigned into either intervention or control groups (Figure 1). The schools in the two groups were evenly distributed geographically (east/west) between rural and urban schools. After randomization, the schools were contacted by mail and the upcoming study procedures regarding e.g. study group...
As outlined in Figure 1, a total of 7 schools (3 intervention and 4 control) declined their participation after the randomization (4 in April 2013, 2 in August, 1 in September 2013) due to various reasons (e.g. school economic situation, personnel shortage). After drop-outs a total of 79 schools (40 intervention and 39 control), 79 principals and 2...
Recruitment of the children and consent procedure
All children from the intervention classes received the intervention as the intervention was integrated into the normal school curriculum. The control schools participated in the data collection of the study. All parents of the participating classes received an information letter regarding the intervention program, the study project and data collection of and by their children. The information letter also included a consent form for data collection. The letter was sent in two waves, in spring...
A synopsis including brief descriptions of the intervention methods and tools is outlined in Additional file 1. The methods and tools can be divided into three groups: class methods for the children carried out by the teachers, work environment methods for the school staff carried out by the principal and the staff, and teacher-parent collaboration...
The development of the intervention program took place in three schools in the town of Ylöjärvi. A group of teachers, principals, and health care professionals participated in the development process. The process lasted for eight years during which the intervention tools and methods were regularly tested, modified and adopted in close collaboration...
The intervention group teachers received an intervention training which extended over 10 months (from March 2013 till March 2014, excluding 3 summer months). The training period of the intervention program was divided into 4 modules (Table 1). Altogether 138 teachers and 40 principals participated in the training. Also other members of the school s...
- Katja Björklund, Antti Liski, Hanna Samposalo, Jallu Lindblom, Juho Hella, Heini Huhtinen, Tiina Oja...
- 2014
Aug 19, 2024 · How do you implement intervention strategies? Here’s a six step guide we suggest to successfully implement intervention strategies in your school: 1. Identify which pupils need support 2. Decide who will deliver the interventions and how they will be trained 3. Consider the practicalities, including funding and resources 4.
ABSTRACT. Data on implementation of school-based interventions adds highly valuable information to corresponding evaluation studies. Measuring implementation outcomes, such as fidelity or acceptability, provides information on how to improve current and future implementation processes.
People also ask
What happens before a school intervention is implemented?
How important is data on implementation of school-based interventions?
Why is evaluating the implementation of school-based interventions important?
What makes a successful school-based intervention program?
How do students participate in the implementation of the intervention?
Who should use the information on school-based interventions?
May 25, 2017 · The remaining challenge is the design and implementation of efficient systems that build schoolwide environments that simultaneously prevent problem behavior and provide a continuum of supports to match the intensity of behavioral challenges, such as multitiered systems of support (MTSS; Lewis, Jones, Horner, & Sugai, 2010).
