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.
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High Quality Implementation:
Meeting the Challenge
Linda Dusenbury, Ph.D.Tanglewood Research
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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
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Content of Effective Programs
• Norm Setting• Social Resistance Skill Training• Competence Enhancement
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Norm Setting
• Establishing positive norms• Correcting misperceptions about
behavior• Correcting misperceptions about
attitudes
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Social Resistance Skills Training
• Recognizing influences• Developing cognitive techniques• Developing peer resistance skills
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Competence Enhancement
• Personal Skills Decision Making Stress Management Goal Setting
• Social Skills Communication Skills General Social Skills Assertiveness Skills
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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
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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
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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.
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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.
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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.
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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.
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Factors Influencing Quality of Implementation
• Program characteristics• Organizational characteristics• Characteristics of the provider• Match between program and
participants
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Researchers’ Perceptions of Barriers to Effective
Implementation• Lack of Training• Lack of Support• Lack of Control• Competing Demands• Poor Match Between Program and
Participants
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Researchers’ Strategies for Improving
Implementation• Identifying essential content• Detailed instruction manuals• Methodology for assessing fidelity• Communication• Staff development and training• Support
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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
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Program Developers’ Strategies for Improving
Implementation
• Detailed instruction manuals• Strong message: Don’t change the
material! • Staff development and training• Ongoing support and consultation
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Other Considerations for Improving Implementation
• A program champion• Choosing the right providers• Flexibility
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Administrators’ Strategies for Improving
Implementation• Staff development and training• Technical support• Measures to assess fidelity
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Teachers’ Perceptions of Barriers to Effective
Implementation
• Certain teaching strategies or activities
• Student resistance • Limited time• Miscellaneous difficulties • Day-to-day crises
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Teachers’ Strategies for Improving Implementation
• Creative adaptations• Specific adjustments• Infusing the program• Staff development and training
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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
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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