Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework

Celene E. Domitrovich, Catherine P. Bradshaw, Jeanne M. Poduska, Kimberly Hoagwood, Jacquelyn A. Buckley, Serene Olin, Lisa Hunter Romanelli, Philip J. Leaf, Mark T. Greenberg, Nicholas S. Ialongo

Research output: Contribution to journalArticle

244 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)6-28
Number of pages23
JournalAdvances in School Mental Health Promotion
Volume1
Issue number3
DOIs
StatePublished - Jan 1 2008

    Fingerprint

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Pediatrics
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health

Cite this

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. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1(3), 6-28. https://doi.org/10.1080/1754730X.2008.9715730