Search

We propose in this article that a central element in the large-scale implementation of evidence-based practices is the process by which initial investment in local demonstrations is leveraged into larger implementation efforts. We offer a definition of this "resource leveraging" and propose a process for both measuring and reporting the effects of leveraging. We suggest that resource leveraging become a valid focus of future research and that the intentional measurement, planning, and management of resource leveraging be used to improve the scaling-up of effective practices.

Strain provides his perspective on four issues facing science and practice in early childhood and special education. He points to the need for (a) long-term functional research, (b) greater emphasis on the use of evidence-based programs in practice, (c) moving special education research back to the Office of Special Education Programs, and (d) research that focuses on individuals and "honor[s] the idiosyncratic needs of an ever more diverse population of families and learners." Comments are provided regarding each of these perspectives.

Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts' sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. In an online-survey, an international, multidisciplinary sample of 82 implementation experts named competences that they considered most helpful for conducting implementation practice and implementation research. For these competences, they also indicated whether they had acquired them in their professional education, additional training, or by self-study and on-the-job experience. Data were analyzed using a mixed-methods approach that combined qualitative content analyses with descriptive statistics. The participants deemed collaboration knowledge and skills most helpful for implementation practice. For implementation research, they named research methodology knowledge and skills as the most important ones. The participants had acquired most of the competences that they found helpful for implementation practice in self-study or by on-the-job experience. However, participants had learned most of their competences for implementation research in their professional education. The present results inform education and training activities in implementation science and serve as a starting point for a fluid set of interdisciplinary implementation science competences that will be updated continuously. Implications for curriculum development and the design of educational activities are discussed.

The field of behavioral science has been marked by the development of a plethora of empirically derived client-specific technologies for treating a wide range of human problems. In contrast, there has been a relative paucity of conceptual models regarding the application of these techniques to the more complex arena of human services. Thus, behavioral approaches, in an attempt to distance themselves from more traditional models, have avoided developing more complete and yet functional and empirical models to help us understand human service systems. This paper points the way toward a "broader and deeper" perspective on the delivery of human services, using examples drawn from research and practice with behavior-disordered adolescents and families. Behavioral systems analysis offers a starting point for examining the broad context of meticulously crafted technologies. This paper presents examples that highlight the multilevel nature of this model, and discusses the model's implications for understanding clients, programs, and organizations, as well as the sociopolitical context of these subsystems. Issues surrounding the development of the Teaching-Family Model as a means of treating adolescent behavior disorders are illustrated. The authors examine the implications of the Teaching-Family Model for understanding human service programs, organizations, and service delivery systems with the ultimate aim of suggesting that only a broader and deeper systems perspective can help narrow the gap between what is desired from our human services and what can actually be delivered. [This article originally appeared in R.J. McMahon and R. DeV. Peters (Eds.) (1990), "Behavior disorders of adolescence: Research, intervention and policy in clinical and school settings" (pp. 191-205). N.Y.: Plenum. It is reprinted here with the permission of Springer Science and Business Media.]

The preceding articles provide important examples and guidance for the provision of high-quality behavioral health services for children and adolescents in schools. In this article, we discuss (a) the conceptual framework that underlies the need to develop comprehensive integrated care, (b) the foundational implementation issues that need to be considered when establishing and sustaining comprehensive behavioral health services for children and adolescents in schools, and (c) the role of school psychologists in determining local contextual needs to bridge communications between schools and healthcare communities.

This article presents recent refinements to implementation constructs and frameworks. It updates and clarifies the frequently cited study conducted by the National Implementation Research Network that introduced these frameworks for application in diverse endeavors. As such, it may serve as a historical marker in the rapidly developing science and language of implementation. Within this presentation, two studies alternate as examples of how these frameworks can be used as a practical guide for more effective implementation of human service programs.

The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article. Two frameworks related to implementation stages and core implementation components are described and presented as critical links in the science to service chain. It is posited that careful attention to these frameworks can more rapidly advance research and practice in this complex and fascinating area. (Contains 1 figure.)

The Teaching-Family model and its origin as an alternative community-based program for teaching community-living skills is presented. It is shown that the Teaching-Family model has been more humane and cost-effective in imparting such skills as compared to traditional large institutions, although problems were encountered during attempts to replicate the model. Reciprocal feedback is suggested as a tool for fine-tuning the program.

Program development and dissemination in human services present challenges and opportunities for social scientists. Over the past 27 years the Teaching-Family Model of group home treatment has moved from prototype development to widespread dissemination across North America. Reviewing concepts in industry related to product development and dissemination, the application of these concepts to a human services delivery system, and program replication and dissemination data offer information about how innovative human services can be widely adapted and adopted.

We propose in this article that a central element in the large-scale implementation of evidence-based practices is the process by which initial investment in local demonstrations is leveraged into larger implementation efforts. We offer a definition of this "resource leveraging" and propose a process for both measuring and reporting the effects of leveraging. We suggest that resource leveraging become a valid focus of future research and that the intentional measurement, planning, and management of resource leveraging be used to improve the scaling-up of effective practices. [ABSTRACT FROM AUTHOR]