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Samuel L Odom - One of the best experts on this subject based on the ideXlab platform.
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Evidence-Based Practices and Implementation Science in Special Education
Exceptional Children, 2013Co-Authors: Bryan G. Cook, Samuel L OdomAbstract:Establishing a process for identifying Evidence-Based Practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the quality, reach, and maintenance of implementation. The cross-disciplinary field of implementation science has great relevance for translating the promise of EBPs into positive outcomes for children and youth with disabilities. This article examines the history, extent, and limitations of EBPs and describes the emergence and current state of implementation science as applied in special education. Subsequent articles in this special issue of Exceptional Children address a range of issues related to implementation science in special education: the research-to-practice gap, dissemination and diffusion, adherence and sustainability, scaling up, a model for state-level imple...
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implementation science professional development and autism spectrum disorders
Exceptional Children, 2013Co-Authors: Samuel L Odom, Ann W Cox, Matthew E BrockAbstract:The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing Evidence-Based Practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about Evidence-Based Practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers' use of Evidence-Based Practices.
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evidence based Practices in interventions for children and youth with autism spectrum disorders
Preventing School Failure, 2010Co-Authors: Samuel L Odom, Lana Colletklingenberg, Sally J Rogers, Deborah D HattonAbstract:Evidence-Based Practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disor- ders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying EBPs. In their review, they identified 24 focused intervention Practices having sufficient evidence. In this article, the authors describe procedures for selecting specific EBPs appropriate for addressing specific IEP goals for learners with ASD. The authors emphasize the importance of systematic implementation of Practices. BASING EDUCATIONAL PRACTICE on scientific evi- dence of its effectiveness has become a necessary feature of programs for infants, children, and youth with autism spectrum disorders (ASD). This policy is based in part on the precedents set in the fields of medicine and health care (Sackett, Rosenberg, Gray, Haynes, & Richardson, 2002), and educational policy in the United States that requires teachers and school systems to implement scientifically proven Practices (U.S. Department of Education, 2008). Yet, a perusal of the professional literature may lead a reader to conclude that most Practices are Evidence-Based because their developers or purveyors describe them as such. It is the brand put on many programs and Practices. To date, however, there is not a universally agreed-on standard or set of standards by which to identify a practice as evidence- based, although the field is moving in that direction. Teachers and other practitioners working with children and youth with ASD and their families are required by agen- cies and insurance companies to implement Evidence-Based Practices, but there may be little guidance regarding where to locate those Practices and what criteria to use to verify that a practice is evidence based. The aims of the present article were (a) to provide a definition of Evidence-Based Practices (EBP) used with infants, children, and youth with ASD and their families; (b) to describe a process for identifying EBPs; (c) to identify the Practices that meet the offered definition and thus have sufficient empirical support to qualify as evi- dence-based; and (d) to describe how teachers and practitio- ners might use such information to select Practices to address specific goals and objectives for individual children.
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research in special education scientific methods and evidence based Practices
Exceptional Children, 2005Co-Authors: Samuel L Odom, Ellen Brantlinger, Russell Gersten, Robert H Horner, Bruce Thompson, Karen R HarrisAbstract:This article sets the context for the development of research quality indicators and guidelines for evidence of effective Practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from initial descriptive research, to experimental causal research, to finally research that examines the processes that might affect wide-scale adoption and use of a practice. At each stage, different research questions are relevant, and different research methodologies to address the research questions are needed.
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a unified theory of practice in early intervention early childhood special education evidence based Practices
Journal of Special Education, 2003Co-Authors: Samuel L Odom, Mark WoleryAbstract:Over the last decade, the field of early intervention/early childhood special education (EI/ECSE) has emerged as a primary service for infants and preschool children with disabilities and their families. Systems for providing early intervention for infants and toddlers exist in every state, and all state Departments of Education are responsible for special education for preschool children. In EI/ECSE, a unified theory of practice has emerged and draws from a range of psychological and educational theories. A strong, Evidence-Based set of Practices that service providers and caregivers use to promote the development and well-being of infants and young children with disabilities and their families underlies this theory of practice. The purpose of this article is to describe the tenets of this theory and identify Evidence-Based Practices associated with each.
Robert E Drake - One of the best experts on this subject based on the ideXlab platform.
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Assessing the Fidelity of Evidence-Based Practices: History and Current Status of a Standardized Measurement Methodology
Administration and Policy in Mental Health and Mental Health Services Research, 2019Co-Authors: Gary R. Bond, Robert E DrakeAbstract:Evidence-Based Practices are effective only when implemented faithfully. This paper explicates the history, standardization, and methods for developing and validating measures of fidelity. We overviewed the past 20 years of developing fidelity measures, summarized standardization of the development procedures, and described needed psychometric assessments. Fidelity assessment has become the sine qua non of implementation, technical assistance, and research on Evidence-Based Practices. Researchers have established standardized procedures for scale development and psychometric testing. Widescale use of fidelity measurement remains challenging. The implementation of Evidence-Based practice and the development and validation of fidelity measures are interdependent. International improvements of mental health care will require attention to both.
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Predicting the Long-Term Sustainability of Evidence-Based Practices in Mental Health Care: An 8-Year Longitudinal Analysis
The Journal of Behavioral Health Services & Research, 2014Co-Authors: Alison E. Peterson, Gary R. Bond, Robert E Drake, Gregory J. Mchugo, Amanda M. Jones, Jessica R. WilliamsAbstract:Few studies have examined predictors of long-term sustainability of Evidence-Based Practices in mental health. This study used assessments of five Evidence-Based Practices implemented in 49 sites in eight states at baseline and years 2, 4, and 8. Program characteristics, implementation characteristics, reinforcement activities, and sustainability factors were used to predict program survival status. The majority of predictors were not significant. Supervisor turnover in year 4 predicted survival status in year 8, but site characteristics, fidelity at implementation, quality improvement activities, and post-implementation activities had little impact on long-term program survival. This study extends previous sustainability research by examining the long-term impact of internal program factors over a substantial period of time using longitudinal prediction. Future research should also consider the influence of external factors such as financial policies.
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Long-Term Sustainability of Evidence-Based Practices in Community Mental Health Agencies
Administration and Policy in Mental Health and Mental Health Services Research, 2014Co-Authors: Gary R. Bond, Robert E Drake, Gregory J. Mchugo, Alison E. Peterson, Amanda M. Jones, Jessica WilliamsAbstract:This study examined rates of sustainability, defined as program continuation, and factors associated with sustainability 6 years after full implementation of five Evidence-Based Practices in 49 sites in the National Implementing Evidence-Based Practices Project. Based on interviews with agency leaders and state leaders, 47 % of sites sustained the practice for 6 years, 16 % restarted the practice after a period of discontinuation, and 37 % discontinued the practice permanently. Agency leaders from discontinuing sites identified inadequate financial support, lack of prioritization, and workforce issues as barriers to continuation. Adequate financing, ongoing supervision, and monitoring of fidelity and outcome may promote long-term sustainability.
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measurement of fidelity of implementation of evidence based Practices case example of the ips fidelity scale
Clinical Psychology-science and Practice, 2011Co-Authors: Gary R. Bond, Deborah R Becker, Robert E DrakeAbstract:[Clin Psychol Sci Prac 18: 126–141, 2011] Advances in the scientific study and dissemination of Evidence-Based Practices (EBPs) require psychometrically valid fidelity scales, which measure adherence to program models. We examined the literature on the Individual Placement and Support Fidelity Scale to illustrate the strengths and limitations of this methodology. We found that this scale had excellent psychometric properties. Nine of 10 studies assessing its predictive validity found positive associations with employment outcomes. Its use in quality improvement was supported by positive reports from seven multisite projects. Although not yet evaluated as an accreditation tool, three states have adopted the scale for reimbursement purposes. Development of valid fidelity scales is necessary for the field to advance. Technical and logistical challenges impede the replication of these findings for other EBPs.
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a survey of clinical Practices and readiness to adopt evidence based Practices dissemination research in an addiction treatment system
Journal of Substance Abuse Treatment, 2004Co-Authors: Mark P Mcgovern, Thomas S Fox, Haiyi Xie, Robert E DrakeAbstract:Addiction research is challenged to disseminate Evidence-Based Practices into routine clinical settings. The successful adoption of innovation must consider issues of fit, such as the characteristics, readiness, and attitudes of clinicians in the community. We constructed a survey to assess clinical Practices and readiness to adopt certain Evidence-Based Practices in addiction treatment programs. The instrument was administered to directors (n = 21) and clinicians (n = 89) from 24 public addiction treatment programs in New Hampshire (USA). Clinicians are more motivated to adopt some Evidence-Based Practices (twelve-step facilitation, cognitive behavioral therapy, motivational interviewing, relapse prevention therapy) than others (contingency management, behavioral couples therapy, pharmacotherapies). Translational strategies for treatment development and research dissemination are discussed.
Rinad S Beidas - One of the best experts on this subject based on the ideXlab platform.
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boon or burden the effect of implementing evidence based Practices on teachers emotional exhaustion
Administration and Policy in Mental Health, 2019Co-Authors: Rachel R Ouellette, Melanie Pellecchia, Rinad S Beidas, Rukiya Wideman, David S MandellAbstract:: This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three Evidence-Based Practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional exhaustion was measured at the end and beginning of the school year using a subscale of the Maslach Burnout Inventory. Fidelity was measured using monthly observations, coded by research assistants trained to reliability. Correlations were used to examine unadjusted associations and ordinary least squares regression was used to examine associations adjusted for beginning-of-year burnout, years teaching, and average change in student cognitive functioning. Emotional exhaustion at the beginning of the year was not associated with EBP use. Greater fidelity to each EBP was associated with lower end-of-year emotional exhaustion (coefficients ranging from - .34 to - 1.13, all p's < .05). Results indicate that helping teachers implement EBP with greater fidelity may help reduce burnout, a substantial challenge in the field.
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boon or burden the effect of implementing evidence based Practices on teachers emotional exhaustion
Administration and Policy in Mental Health, 2019Co-Authors: Rachel R Ouellette, Melanie Pellecchia, Rinad S Beidas, Rukiya Wideman, David S MandellAbstract:: This study examined the association between (1) beginning-of-the-year emotional exhaustion and use of three Evidence-Based Practices (EBP) for children with autism spectrum disorder; and (2) use of these EBP and end-of-year emotional exhaustion among 46 kindergarden to 2nd grade autism support teachers participating in a randomized trial. Emotional exhaustion was measured at the end and beginning of the school year using a subscale of the Maslach Burnout Inventory. Fidelity was measured using monthly observations, coded by research assistants trained to reliability. Correlations were used to examine unadjusted associations and ordinary least squares regression was used to examine associations adjusted for beginning-of-year burnout, years teaching, and average change in student cognitive functioning. Emotional exhaustion at the beginning of the year was not associated with EBP use. Greater fidelity to each EBP was associated with lower end-of-year emotional exhaustion (coefficients ranging from - .34 to - 1.13, all p's < .05). Results indicate that helping teachers implement EBP with greater fidelity may help reduce burnout, a substantial challenge in the field.
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are general and strategic measures of organizational context and leadership associated with knowledge and attitudes toward evidence based Practices in public behavioral health settings a cross sectional observational study
Implementation Science, 2017Co-Authors: David S Mandell, Byron J Powell, Trevor R Hadley, Ronnie Rubin, Arthur C Evans, Matthew O Hurford, Rinad S BeidasAbstract:Examining the role of modifiable barriers and facilitators is a necessary step toward developing effective implementation strategies. This study examines whether both general (organizational culture, organizational climate, and transformational leadership) and strategic (implementation climate and implementation leadership) organizational-level factors predict therapist-level determinants of implementation (knowledge of and attitudes toward Evidence-Based Practices). Within the context of a system-wide effort to increase the use of Evidence-Based Practices (EBPs) and recovery-oriented care, we conducted an observational, cross-sectional study of 19 child-serving agencies in the City of Philadelphia, including 23 sites, 130 therapists, 36 supervisors, and 22 executive administrators. Organizational variables included characteristics such as EBP initiative participation, program size, and proportion of independent contractor therapists; general factors such as organizational culture and climate (Organizational Social Context Measurement System) and transformational leadership (Multifactor Leadership Questionnaire); and strategic factors such as implementation climate (Implementation Climate Scale) and implementation leadership (Implementation Leadership Scale). Therapist-level variables included demographics, attitudes toward EBPs (Evidence-Based Practice Attitudes Scale), and knowledge of EBPs (Knowledge of Evidence-Based Services Questionnaire). We used linear mixed-effects regression models to estimate the associations between the predictor (organizational characteristics, general and strategic factors) and dependent (knowledge of and attitudes toward EBPs) variables. Several variables were associated with therapists’ knowledge of EBPs. Clinicians in organizations with more proficient cultures or higher levels of transformational leadership (idealized influence) had greater knowledge of EBPs; conversely, clinicians in organizations with more resistant cultures, more functional organizational climates, and implementation climates characterized by higher levels of financial reward for EBPs had less knowledge of EBPs. A number of organizational factors were associated with the therapists’ attitudes toward EBPs. For example, more engaged organizational cultures, implementation climates characterized by higher levels of educational support, and more proactive implementation leadership were all associated with more positive attitudes toward EBPs. This study provides evidence for the importance of both general and strategic organizational determinants as predictors of knowledge of and attitudes toward EBPs. The findings highlight the need for longitudinal and mixed-methods studies that examine the influence of organizational factors on implementation.
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a prospective examination of clinician and supervisor turnover within the context of implementation of evidence based Practices in a publicly funded mental health system
Administration and Policy in Mental Health, 2016Co-Authors: Rinad S Beidas, Gregory A. Aarons, Courtney Benjamin Wolk, Byron J Powell, Trevor R Hadley, Arthur C Evans, Matthew O Hurford, Steven C Marcus, Danielle R AdamsAbstract:Staff turnover rates in publicly-funded mental health settings are high. We investigated staff and organizational predictors of turnover in a sample of individuals working in an urban public mental health system that has engaged in a system-level effort to implement Evidence-Based Practices. Additionally, we interviewed staff to understand reasons for turnover. Greater staff burnout predicted increased turnover, more openness toward new Practices predicted retention, and more professional recognition predicted increased turnover. Staff reported leaving their organizations because of personal, organizational, and financial reasons; just over half of staff that left their organization stayed in the public mental health sector. Implications include an imperative to focus on turnover, with a particular emphasis on ameliorating staff burnout.
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applying the policy ecology framework to philadelphia s behavioral health transformation efforts
Administration and Policy in Mental Health, 2016Co-Authors: Rinad S Beidas, Courtney Benjamin Wolk, Rebecca E Stewart, Byron J Powell, Ronnie Rubin, Matthew O Hurford, Samantha L Matlin, Shawna Weaver, Arthur C EvansAbstract:Raghavan et al. (Implement Sci 3(26):1–9, 2008) proposed that effective implementation of Evidence-Based Practices requires implementation strategies deployed at multiple levels of the “policy ecology,” including the organizational, regulatory or purchaser agency, political, and social levels. However, much of implementation research and practice targets providers without accounting for contextual factors that may influence provider behavior. This paper examines Philadelphia’s efforts to work toward an Evidence-Based and recovery-oriented behavioral health system, and uses the policy ecology framework to illustrate how multifaceted, multilevel implementation strategies can facilitate the widespread implementation of Evidence-Based Practices. Ongoing challenges and implications for research and practice are discussed.
Gregory A. Aarons - One of the best experts on this subject based on the ideXlab platform.
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Comparing Agency Leader and Therapist Perspectives on Evidence-Based Practices: Associations with Individual and Organizational Factors in a Mental Health System-Driven Implementation Effort
Administration and Policy in Mental Health and Mental Health Services Research, 2018Co-Authors: Nicole Stadnick, Gregory A. Aarons, Anna S. Lau, Miya Barnett, Jennifer Regan, Lauren Brookman-frazeeAbstract:Agency leaders and therapists are essential stakeholders in implementation of Evidence-Based Practices (EBPs) within publicly-funded mental health services. Little is known about how these stakeholders differ in their perceptions of specific EBPs and which individual and organizational factors differentially influence these perceptions. Within the context of a system-driven implementation of multiple EBPs, survey data from 160 leaders and 720 therapists were examined to assess differences in perceptions of six EBPs. Findings indicated that leaders and therapists have unique perspectives and preferences regarding EBPs that are shaped by distinct sociodemographic and professional characteristics and aspects of organizational functioning.
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a prospective examination of clinician and supervisor turnover within the context of implementation of evidence based Practices in a publicly funded mental health system
Administration and Policy in Mental Health, 2016Co-Authors: Rinad S Beidas, Gregory A. Aarons, Courtney Benjamin Wolk, Byron J Powell, Trevor R Hadley, Arthur C Evans, Matthew O Hurford, Steven C Marcus, Danielle R AdamsAbstract:Staff turnover rates in publicly-funded mental health settings are high. We investigated staff and organizational predictors of turnover in a sample of individuals working in an urban public mental health system that has engaged in a system-level effort to implement Evidence-Based Practices. Additionally, we interviewed staff to understand reasons for turnover. Greater staff burnout predicted increased turnover, more openness toward new Practices predicted retention, and more professional recognition predicted increased turnover. Staff reported leaving their organizations because of personal, organizational, and financial reasons; just over half of staff that left their organization stayed in the public mental health sector. Implications include an imperative to focus on turnover, with a particular emphasis on ameliorating staff burnout.
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dissemination and implementation of evidence based Practices for child and adolescent mental health a systematic review
Journal of the American Academy of Child and Adolescent Psychiatry, 2013Co-Authors: Douglas K Novins, Amy E Green, Rupinder Legha, Gregory A. AaronsAbstract:Objective Although there has been a dramatic increase in the number of Evidence-Based Practices (EBPs) to improve child and adolescent mental health, the poor uptake of these EBPs has led to investigations of factors related to their successful dissemination and implementation. The purpose of this systematic review was to identify key findings from empirical studies examining the dissemination and implementation of EBPs for child and adolescent mental health. Method Of 14,247 citations initially identified, 73 articles drawn from 44 studies met inclusion criteria. The articles were classified by implementation phase (exploration, preparation, implementation, and sustainment) and specific implementation factors examined. These factors were divided into outer (i.e., system level) and inner (i.e., organizational level) contexts. Results Few studies used true experimental designs; most were observational. Of the many inner context factors that were examined in these studies (e.g., provider characteristics, organizational resources, leadership), fidelity monitoring and supervision had the strongest empirical evidence. Albeit the focus of fewer studies, implementation interventions focused on improving organizational climate and culture were associated with better intervention sustainment as well as child and adolescent outcomes. Outer contextual factors such as training and use of specific technologies to support intervention use were also important in facilitating the implementation process. Conclusions The further development and testing of dissemination and implementation strategies is needed to more efficiently move EBPs into usual care.
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cultural exchange and the implementation of evidence based Practices two case studies
Research on Social Work Practice, 2009Co-Authors: Lawrence A Palinkas, Bruce F Chorpita, Kimberly Hoagwood, John Landsverk, Gregory A. Aarons, John R. WeiszAbstract:Objective: The dynamics of interactions between Evidence-Based intervention (EBI) developers and trainers and organizations and providers that deliver the EBI was examined in two case studies, a statewide randomized effectiveness trial of an EBI to reduce child neglect and a randomized trial of EBIs for depression, anxiety, and conduct problems in children and adolescents. Methods: Data were collected using ethnographic methods of participant observation and semistructured interviews and analyzed using grounded theory analytic methods. Results: Formal and informal interactions between EBI propagators and end users provide access to resources and exchange of global and local knowledge of service delivery. Productive interactions require accessibility, mutual respect, a shared language, and a willingness to engage in negotiation and compromise to resolve differences in demands imposed by organizational culture, the need for EBI fidelity, and client characteristics. Conclusion: A cultural exchange characteri...
Janet E Squires - One of the best experts on this subject based on the ideXlab platform.
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identifying relevant concepts and factors for the sustainability of evidence based Practices within acute care contexts a systematic review and theory analysis of selected sustainability frameworks
Implementation Science, 2019Co-Authors: Letitia Nadalin Penno, Barbara Davies, Ian D Graham, Chantal Backman, Ibo Macdonald, Julie Bain, Alekhya Mascarenhas Johnson, Julia E Moore, Janet E SquiresAbstract:There is growing recognition among healthcare professionals that the sustainability of Evidence-Based Practices (EBPs) within different settings is variable and suboptimal. Understanding why a particular EBP might be sustained in one setting and not another remains unclear. Recent reviews illustrate the need to identify and analyze existing frameworks/models/theories (F/M/Ts) that focus solely on the sustainability of EBPs in specific healthcare settings, such as acute care, to illuminate key determinants and facilitate appropriate selection to guide practice and research. We conducted a systematic review to extract sustainability frameworks. This involved using two available syntheses of the literature and a systematic search of four databases from January 2015 to July 2018: CINHAL, MEDLINE, Embase, and ProQuest. We included studies published in English, and if they included sustainability F/M/Ts recommended for use in acute care or an unspecified healthcare organization/setting. F/M/Ts explicitly recommended for use in public health and or community settings were excluded. We then conducted a comparative analysis of F/M/Ts using a modified theory analysis approach, to understand the theoretical underpinnings of each F/M/T, their determinants and concepts hypothesized to influence the sustained use of EBPs within an acute care context. Of 2967 identified citations from the 2 available syntheses and the systematic review, 8 F/M/Ts met the inclusion criteria. We identified 37 core factors, of which 16 were recorded as common factors (occurring within 4 or more of the 8 included F/M/Ts). All factors grouped into 7 main themes: innovation, adopters, leadership and management, inner context, inner processes, outer context, and outcomes. This systematic review is the first to include a comprehensive analysis of healthcare sustainability F/M/Ts for the sustained use of EBPs in acute care settings. Findings reveal insights into sustainability as a “process or ongoing stage of use” following initial implementation, suggesting this construct should be added to the definition of sustainability. Results provide a resource of available F/M/Ts and hypothesized factors to consider for acute care team members who are planning or currently implementing EBPs with the goal of improving patient outcomes. It also provides a basis for future research on sustainability in acute care.