High Quality Implementation: Meeting the Challenge Linda Dusenbury, Ph.D. Tanglewood Research.
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Transcript of High Quality Implementation: Meeting the Challenge Linda Dusenbury, Ph.D. Tanglewood Research.
High Quality Implementation:
Meeting the Challenge
Linda Dusenbury, Ph.D.Tanglewood Research
Key Elements ofEffective Programs
• Theoretically valid program content• Comprehensive approaches• Developmentally appropriate material• Sensitivity to the culture and community• Sufficient dosage and follow-up• Use of interactive teaching techniques• Well-trained implementers• Continuing evaluation
Content of Effective Programs
• Norm Setting• Social Resistance Skill Training• Competence Enhancement
Norm Setting
• Establishing positive norms• Correcting misperceptions about
behavior• Correcting misperceptions about
attitudes
Social Resistance Skills Training
• Recognizing influences• Developing cognitive techniques• Developing peer resistance skills
Competence Enhancement
• Personal Skills Decision Making Stress Management Goal Setting
• Social Skills Communication Skills General Social Skills Assertiveness Skills
Prevention Programs Also Promote Academic
AchievementAcademic achievement benefits from:• Social and personal skills• Positive norms• The reduction of multiple behaviors• Increased school bonding• Positive school climate• Involved families
Ineffective Prevention Strategies
• Scare tactics and moralistic appeals• Exclusive focus on Information• Exclusive focus on self-esteem• Testimonials by addicts• Congregation of high-risk youth
Effects of Fidelity on Smoking
0
5
10
15
20
25
30
Control Group Full ExperimentalGroup
High FidelityGroup
Per
cen
t S
mok
ing
Source: Botvin,G.J., Baker,E., Dusenbury,L., Botvin,E.M., Diaz,T. (1995). JAMA, 273, 1106-1112.
Effects of Fidelity on Alcohol
0
5
10
15
20
25
30
35
Control Group Full ExperimentalGroup
High FidelityGroup
Per
cen
t D
rin
kin
g A
lcoh
ol
Source: Botvin,G.J., Baker,E., Dusenbury,L., Botvin,E.M., Diaz,T. (1995). JAMA, 273, 1106-1112.
Effects of Fidelity on Marijuana
0
5
10
15
20
Control Group Full ExperimentalGroup
High FidelityGroup
Per
cen
t U
sin
g M
arij
uan
a
Source: Botvin,G.J., Baker,E., Dusenbury,L., Botvin,E.M., Diaz,T. (1995). JAMA, 273, 1106-1112.
Professional Groups Interviewed
• Researchers• Program Developers • School Administrators • Teachers • Safe and Drug-Free Schools Coordinators
Dusenbury, Brannigan, Falco, & Lake. (in press) An exploration of Fidelity of Implementationin Drug Abuse Prevention Among Five Professional Groups. Journal of Alcohol and Drug Education.
Source: Dusenbury, Brannigan, Falco, Hansen (2003) A review of research on fidelity of implementation: implications for drug abuse prevention in school settings Health Education Research. 18: 237-256.
Factors Influencing Quality of Implementation
• Program characteristics• Organizational characteristics• Characteristics of the provider• Match between program and
participants
Researchers’ Perceptions of Barriers to Effective
Implementation• Lack of Training• Lack of Support• Lack of Control• Competing Demands• Poor Match Between Program and
Participants
Researchers’ Strategies for Improving
Implementation• Identifying essential content• Detailed instruction manuals• Methodology for assessing fidelity• Communication• Staff development and training• Support
Program Developers’ Perceptions of Barriers to Effective Implementation
• Providers’ need to adapt programs• Limited time and competing demands• Program maintenance• Hostile culture and lack of support• Resistance by providers• Lack of resources
Program Developers’ Strategies for Improving
Implementation
• Detailed instruction manuals• Strong message: Don’t change the
material! • Staff development and training• Ongoing support and consultation
Other Considerations for Improving Implementation
• A program champion• Choosing the right providers• Flexibility
Administrators’ Strategies for Improving
Implementation• Staff development and training• Technical support• Measures to assess fidelity
Teachers’ Perceptions of Barriers to Effective
Implementation
• Certain teaching strategies or activities
• Student resistance • Limited time• Miscellaneous difficulties • Day-to-day crises
Teachers’ Strategies for Improving Implementation
• Creative adaptations• Specific adjustments• Infusing the program• Staff development and training
Safe and Drug-Free Schools Coordinators’ Strategies for Improving Implementation
• Networking• State coordination• Program assessments and guides• Staff development and training• Experience• Administrative leadership and support
Strategies to Increase Effectiveness
• High Quality Implementation– Follow the program as outlined– Make modifications that fit the theory– Staff development – Ongoing technical support
• Institutionalization– Continuity across grades– Continuity of staff– Program champions