Journal articles on the topic 'Evidence-based practices (EBPs)'
To see the other types of publications on this topic, follow the link: Evidence-based practices (EBPs).
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Evidence-based practices (EBPs).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Mullen, Patrick R., Helena Stevens, and Nancy Chae. "School Counselors’ Attitudes Toward Evidence-Based Practices." Professional School Counseling 22, no. 1 (January 2018): 2156759X1882369. http://dx.doi.org/10.1177/2156759x18823690.
Full textAbstract:
The use of evidence-based practices (EBPs) is growing among school counselors. However, little is known about school counselors’ attitudes toward EBPs and related factors. We investigated the relationships between school counselors’ grade level, years of experience, theoretical orientation, and attitude toward EBPs. Results indicated that the use of cognitive/behavioral theory and number of years of practice related to attitudes toward EBPs. We offer implications for school counseling practice and future research.
2
James, Sigrid, Ronald W. Thompson, and Jay L. Ringle. "The Implementation of Evidence-Based Practices in Residential Care." Journal of Emotional and Behavioral Disorders 25, no. 1 (January 23, 2017): 4–18. http://dx.doi.org/10.1177/1063426616687083.
Full textAbstract:
Using data from a U.S. survey of residential care providers on the utilization of evidence-based practices (EBPs) in residential care, this study examines outcomes, processes, and barriers related to the implementation of EBPs. Descriptive data on 115 EBPs implemented in 66 residential care agencies were analyzed with regard to multiple domains of implementation outcomes, such as the adoption, appropriateness, fidelity, and sustainability of EBPs. Study results showed that residential care programs are primarily implementing EBPs that target specific client problems and populations and address prevalent problems of trauma and emotional disorders. A low rate of utilization of milieu-based program models, which were specifically designed for residential care, was noted. Child care staff were mostly excluded from the training and delivery of EBPs. Although providers reported that implementation of EBPs yielded desired results, considerable barriers persisted. Fidelity data raised questions about the degree to which agencies are in fact implementing EBPs. Findings from this exploratory study are meant to encourage further inquiry of the conditions necessary in residential care programs to foster openness toward the implementation of EBPs and to achieve sustained success.
3
Unluol Unal, Neslihan. "What Do We Know About Evidence-Based Practices?" International Journal of Innovation Education and Research 7, no. 5 (May 31, 2019): 238–47. http://dx.doi.org/10.31686/ijier.vol7.iss5.1505.
Full textAbstract:
Many teachers have various problems in finding solutions to their students’ problems in the classroom. One of the challenges that teachers face is to make decisions about how to teach and manage students’ behavior. Due to research to practice gap, finding appropriate interventions and implementing them in the classroom might be difficult for teachers. Evidence – based practices (EBPs) are offered to close the gap between research and practice. The purpose of this study was to discuss how EBPs are determined and to provide practitioners guidance to implement them in their classrooms. Barriers to implementing EBPs and resources for EBPs were also discussed.
4
Mursi, Najwa Bakr, and Mona Fawzi Sulaimani. "INFLUENCE OF CONTEXT RELATED FACTORS ON SAUDI SPECIAL EDUCATION TEACHERS’ UNDERSTANDING OF EVIDENCE, EVIDENCE-BASED, AND EVIDENCE BASED PRACTICES." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 588–601. http://dx.doi.org/10.33225/pec/22.80.588.
Full textAbstract:
The complexity of special education and the variability among students Autism Spectrum Disorder (ASD) require special education teachers to make a concerted effort to provide validated supports that contribute to their students’ learning outcomes. Among the most important considerations for teachers is the use of teaching practices supported as effective by evidence. There is a broad consensus that the use of Evidence Based Practices (EBPs) can lead to significant improvements for students with ASD and their families. The research to practice gap is widely recognised in special education in relation to the selection and implementation of EBPs, with several studies finding that teachers used unsupported teaching practices as frequently as those supported by empirical evidence. Thus, in order to utilise EBPs, teachers must first understand what EBPs mean and how a particular practice comes to be evidence-based. Aligning with this emphasis and the increasing introduction of EBPs in special education globally, this study explored special education teachers’ understanding of evidence, evidence-based, and EBPs in one centre of autism in the Kingdom of Saudi Arabia (KSA). In this study, a qualitative approach was used. Within this approach, a single case study design was adopted. The data were collected from six special education teachers of students with ASD using interviews. The findings revealed that teachers referred to their own individual experiences or the experiences of other teachers as evidence. In addition, they referred to their superiors’ advice as being evidence-based and the perceived EBPs as technical tools handed to them by the Centre. This indicated that teachers’ understanding of evidence-based, and EBPs was constructed based on the culture of the Centre. The findings of this study suggest several courses of action for future research, and policymakers and teacher education. Keywords: autism, Evidence Based Practices (EBPs), special education teachers, Kingdom of Saudi Arabia
5
Leko, Melinda M., Carly Roberts, David Peyton, and Daisy Pua. "Selecting Evidence-Based Practices: What Works for Me." Intervention in School and Clinic 54, no. 5 (January 28, 2019): 286–94. http://dx.doi.org/10.1177/1053451218819190.
Full textAbstract:
As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior disorders (EBD), and autism spectrum disorder (ASD). Among the factors for EBP consideration discussed are strength of evidence, cost, complexity and transferability, and contextual fit. By taking these factors (and others) into consideration, educators can make more informed decisions from the outset about which EBPs will work in their particular contexts, meet the specific needs of their students, and lead to long-term sustainability.
6
Boppre, Breanna, Jody Sundt, and Emily J. Salisbury. "The Limitations and Strengths of the Evidence-Based Practice Attitude Scale as a Measure of Correctional Employees’ Attitudes: A Psychometric Evaluation." International Journal of Offender Therapy and Comparative Criminology 62, no. 12 (December 28, 2017): 3947–64. http://dx.doi.org/10.1177/0306624x17749450.
Full textAbstract:
Evidence-based practices (EBPs) hold tremendous potential for improving the outcomes of corrections interventions. The implementation of EBPs requires support from staff at all levels of an organization; however, the study of correctional staff attitudes toward organizational change and EBPs is in its infancy. The current study examines the psychometric properties of the Evidence-Based Practice Attitude Scale (EBPAS), an instrument originally designed for mental health professionals, to measure correctional employees’ readiness to implement EBPs. The results indicate mixed conclusions regarding the use of the EBPAS with correctional staff. We found that the total scale and subscales are reliable and exhibit high internal consistency. However, the results of an exploratory and confirmatory factor analysis failed to replicate the factor structure from previous research with mental health providers. The findings indicate potential drawbacks regarding the construct validity of the EBPAS for use with correctional personnel.
7
Merle, James L., Clayton R. Cook, Jill J. Locke, Mark G. Ehrhart, Eric C. Brown, Chayna J. Davis, and Aaron R. Lyon. "Teacher attitudes toward evidence-based practices: Exploratory and confirmatory analyses of the school-adapted evidence-based practice attitude scale." Implementation Research and Practice 4 (January 2023): 263348952211510. http://dx.doi.org/10.1177/26334895221151026.
Full textAbstract:
Background The Evidence-Based Practice Attitudes Scale (EBPAS) is widely used in implementation research, but it has not been adapted and validated for use among general education teachers, who are most likely to deliver evidence-based prevention programs in schools, the most common setting where youth access social, emotional, and behavioral health services. Method School-based stakeholders and a research team comprised of experts in the implementation of evidence-based practices in schools adapted the EBPAS for teachers (the S-EBPAS). The adapted instrument was administered to a representative sample ( n = 441) of general education teachers (grades K—5) to assess the reliability and internal consistency via factor analyses. The S-EBPAS included two forms (i.e., EBP-agnostic and EBP-specific item referents), therefore, a multiple-group confirmatory factor analysis (CFA) was also performed to establish measurement invariance between the two forms. Results After adaptation and refinement, a 9-item, 3-factor structure was confirmed, with the final model supporting three first-order factors that load onto a second-order factor capturing attitudes toward adopting evidence-based practices. Multiple-group CFA analyses of measurement invariance indicated there were no significant differences between the two forms. Conclusions Overall, this study provides a brief, flexible instrument capturing attitudes toward adopting EBPs that has high reliability and internal consistency, which support its use among general education teachers in school settings implementing evidence-based practices. Plain Language Summary The Evidence-Based Practice Attitudes Scale (EBPAS) is a popular instrument for measuring attitudes toward evidence-based practices (EBPs). This instrument provides valuable information during implementation initiatives, such as whether providers or front-line implementers have favorable attitudes toward a given practice. The EBPAS has been used in many different settings, such as in community-based mental health clinics, medical hospitals, and in child welfare. However, it's use in schools has been limited, and it has not yet been tested with general education teachers, who are key implementers of evidence-based practices in schools. In order to trust that the scores from an instrument are accurate, it needs to be evaluated when scaling it out to new populations and settings. One popular method to determine this is to use factor analysis, which was employed in this study. This study fills the identified gap by assessing the reliability (i.e., accuracy) and internal consistency of the EBPAS among a representative sample of general education teachers. Findings from this study indicate that the school-adapted EBPAS (S-EBPAS) is a brief, nine-item instrument that provides a reliable estimate of teachers’ attitudes toward evidence-based practices. Our results also provide evidence that the S-EBPAS can be used to capture attitudes toward specific EBPs as well as attitudes toward EBP -agnostic. This study provides a flexible instrument that can be used by school-based implementation researchers, practitioners, and intermediaries at multiple phases of implementation projects, such as when exploring a new EBP to adopt.
8
Cook, Bryan G., and Samuel L. Odom. "Evidence-Based Practices and Implementation Science in Special Education." Exceptional Children 79, no. 2 (April 2013): 135–44. http://dx.doi.org/10.1177/0014402913079002021.
Full textAbstract:
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 implementation, and fostering implementation through professional development.
9
Everson, Jordan, Shoou-Yih Daniel Lee, and Julia Adler-Milstein. "Achieving Adherence to Evidence-Based Practices." Medical Care Research and Review 73, no. 6 (August 3, 2016): 724–51. http://dx.doi.org/10.1177/1077558715625011.
Full textAbstract:
In response to evolving policies and conditions, hospitals have increased health information technology (HIT) adoption and strived to improve hospital–physician integration. While evidence suggests that both HIT and integration confer independent benefits, when combined, they may provide complementary means to achieve high performance or overlap to offset each other’s contribution. We explore this relationship in the context of hospital adherence to evidence-based practices (EBPs). Using the American Hospital Association’s Annual and IT Supplement surveys, and Centers for Medicare and Medicaid Services’s Hospital Compare, we estimate the independent relationships and interactions between HIT and hospital–physician integration with respect to EBP adherence. HIT adoption and tight (but not loose) integration are independently associated with greater adherence to EBPs. The interaction between HIT adoption and tight integration is negative, consistent with an offsetting association between HIT adoption and integration in their relationship to EBP adherence. This finding reveals the need to be aware of potential substitutive effects from simultaneous pursuit of multiple approaches to performance improvement.
10
Lang, Jason M., Kellie G. Randall, Michelle Delaney, and Jeffrey J. Vanderploeg. "A Model for Sustaining Evidence-Based Practices in a Statewide System." Families in Society: The Journal of Contemporary Social Services 98, no. 1 (January 2017): 18–26. http://dx.doi.org/10.1606/1044-3894.2017.5.
Full textAbstract:
Over the past 20 years, efforts have been made to broadly disseminate evidence-based practices (EBPs). However, the public health impact of EBPs has yet to be realized and most EBPs are not sustained. Few structured models exist for disseminating and sustaining EBPs across large systems. This article describes the EBP Dissemination and Support Center (DSC) model and how it was used to sustain trauma-focused cognitive behavioral therapy (TF-CBT) across Connecticut. More than 600 clinicians at 35 agencies have been trained and nearly all agencies have sustained TF-CBT for up to 9 years. More than 6,200 children have received TF-CBT and have shown improvements in outcomes and quality indicators. Recommendations are made for using or adapting the DSC model.
11
Callahan, Kevin, Heather L. Hughes, Smita Mehta, Karen A. Toussaint, Susan M. Nichols, Phoenix S. Ma, Metehan Kutlu, and Hui-Ting Wang. "Social Validity of Evidence-Based Practices and Emerging Interventions in Autism." Focus on Autism and Other Developmental Disabilities 32, no. 3 (March 8, 2016): 188–97. http://dx.doi.org/10.1177/1088357616632446.
Full textAbstract:
Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed.
12
Farmer, Thomas W., Jill V. Hamm, David L. Lee, Brittany I. Sterrett, Karen Rizzo, and Abigail S. Hoffman. "Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools." Rural Special Education Quarterly 37, no. 3 (June 25, 2018): 164–75. http://dx.doi.org/10.1177/8756870518781307.
Full textAbstract:
Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders’ insights to align strategies to the unique features and needs of rural schools, teachers, and students. This article considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches.
13
Nelson, Melanie McDiarmid, Jenelle R. Shanley, Beverly W. Funderburk, and Elizabeth Bard. "Therapists’ Attitudes Toward Evidence-Based Practices and Implementation of Parent–Child Interaction Therapy." Child Maltreatment 17, no. 1 (February 2012): 47–55. http://dx.doi.org/10.1177/1077559512436674.
Full textAbstract:
Child abuse and neglect affects many families each year, but evidence-based parent training programs can be instrumental in reducing maltreatment. Parent–Child Interaction Therapy, a parent training program developed for treatment of disruptive child behavior, has demonstrated effectiveness with families at risk of or exposed to child maltreatment. However, methods for disseminating this evidence-based intervention in community settings are not well understood. This study examined the association between community-based therapists’ attitudes toward evidence-based practices (EBPs) and their participation in an implementation research project in which they received two forms of consultation. Results showed that therapists’ self-reported unwillingness to diverge from EBPs was positively associated with their use of phone consultation and satisfaction with consultation. The degree to which therapists found EBPs appealing was positively associated with satisfaction as well. Open therapist attitudes toward EBPs were associated with greater attendance for online consultation. The next step in this line of research is to examine how therapists’ attitudes toward EBPs can be improved, if changing attitudes affects therapist acquisition of treatment skills, and if such improvements enhance implementation efforts.
14
Dixon, L. B., and E. C. Schwarz. "Fifty years of progress in community mental health in US: the growth of evidence-based practices." Epidemiology and Psychiatric Sciences 23, no. 1 (November 12, 2013): 5–9. http://dx.doi.org/10.1017/s2045796013000620.
Full textAbstract:
Fifty years have elapsed since the passage of the Community Mental Health Centers (CMHC) Act in 1963 that reflected the legislative peak of the community mental healthcare movement in the US Progress of the last 10 years is represented both by expansions of evidence-based practices (EBPs) and the development of emerging practices and fundamental shifts in the orientation of the system stimulated by the consumer-driven recovery movement. Established EBPs have accumulated expanded evidence, new EBPs have been developed and emerging EBPs are gaining increased acceptance. While the lack of widespread implementation of EBPs as well as the limitations of these technologies produces unnecessary suffering and disability, we believe that the growth of evidence for treatments and services justifies optimism for the future.
15
Viglione, Jill, Brandy L. Blasko, and Faye S. Taxman. "Organizational Factors and Probation Officer Use of Evidence-Based Practices: A Multilevel Examination." International Journal of Offender Therapy and Comparative Criminology 62, no. 6 (January 31, 2017): 1648–67. http://dx.doi.org/10.1177/0306624x16681091.
Full textAbstract:
Growing evidence pointing to the ineffectiveness of control-oriented supervision practices has led to an emphasis on evidence-based practices (EBPs), or practices that are empirically tied to recidivism reduction. Research on EBPs in probation highlights the importance of case management-oriented supervision and provision of proactive, appropriate program referrals. Despite research support, challenges exist regarding implementing EBPs in real-world practice. Utilizing survey data from 813 adult probation officers across 43 agencies, the current study examined variation in use of case management and proactive referral practices. Findings highlight the important role organizational commitment plays in supporting implementation efforts. Implications suggest a need for probation agencies to promote and sustain staff commitment to their agency before embarking on significant reform efforts.
16
Kallitsoglou, Angeliki. "Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes." Journal of Children's Services 15, no. 2 (June 5, 2020): 61–74. http://dx.doi.org/10.1108/jcs-04-2019-0022.
Full textAbstract:
Purpose Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers’ attitudes towards EBPs and their role in the successful implementation of EBPs for early childhood social learning. Design/methodology/approach The viewpoint draws on theoretical models of intervention implementation and innovation adoption to explore the importance of individual factors for EBPs implementation and to inform the understanding of the relationship between teachers’ attitudes and EBPs implementation in the context of early childhood social learning. Additionally, it is informed by the literature on research-informed teaching to identify novel opportunities of cultivating positive views towards EBPs for early childhood social learning. Findings According to implementation science, in addition to macro-level social and organisation factors, micro-level individual factors that pertain to professionals’ attitudes towards EBPs are related to successful adoption and implementation of EBPs in organisations. Hence, it is important that the investigation of the adoption and implementation of EBPs for early childhood social learning considers the role of teachers’ attitudes towards EBPs. A conceptual model is proposed to explain that research-informed teaching could contribute to fostering positive attitudes towards EBPs for early childhood social learning by raising awareness of the value and potential of research to transform pedagogy. Originality/value This viewpoint draws on EBPs implementation science to identify important factors of EBPs adoption and implementation for early childhood social learning that have not been considered extensively and offers a conceptual framework to help understand how research-informed teaching could be an innovative avenue of promoting EBPs implementation in education.
17
Alhowikan, Omar. "Experiences of Special Education Teachers in Using Evidence-Based Practices." International Journal for Innovation Education and Research 3, no. 5 (May 31, 2015): 105–8. http://dx.doi.org/10.31686/ijier.vol3.iss5.366.
Full textAbstract:
Evidence-based practices (EBPs) are popular in education, particularly special education, and consist of instructional techniques that help close the research-to-practice gap to improve student outcomes. Implementation of EBPs in special education is an ongoing problem. This study aims to evaluate the level of EBP experience among special education teachers. The proposed study will use a qualitative research design. Data will be collected using a semi-structured interview. It will be analyzed, during and after collection, using Ethnograph qualitative data analysis software. The data will be coded, sorted by theme, and interpreted. The study will clarify where and how to improve EBP acquisition in all teachers, but particularly special education teachers.
18
Moser, Lorna L., Natalie L. DeLuca, Gary R. Bond, and Angela L. Rollins. "Implementing Evidence-Based Psychosocial Practices: Lessons Learned from Statewide Implementation of Two Practices." CNS Spectrums 9, no. 12 (December 2004): 926–36. http://dx.doi.org/10.1017/s1092852900009780.
Full textAbstract:
AbstractObjective: As part of this national project, we examined barriers and strategies to implementation of two evidence-based practices (EBPs) in Indiana.Background: Despite many advances in the knowledge base regarding mental health treatment, the implementation of EBPs in real-world setting remains poorly understood. The National EBP Project is a multi-state study of factors influencing implementation of EBPs.Methods: Over a 15-month period we observed eight assertive community treatment (ACT) programs and six integrated dual disorders treatment (IDDT) programs and noted pertinent actions taken by the state mental health agency influencing implementation. We created a database containing summaries of monthly visits to each program and interviews with key leaders. Using this database and clinical impressions, we rated barriers and strategies at each site on seven factors: Attitudes, Mastery, Leadership, Staffing, Policies, Workflow, and Program Monitoring.Results: At the site level, the most frequently observed barriers were in the areas of leadership, staffing and policies for ACT, and mastery and leadership for IDDT. Overall, barriers were more evident for IDDT than for ACT. Strategies were less frequently noted but generally paralleled the areas noted for barriers. However, our central finding was that ACT was generally more successfully implemented than IDDT throughout the state, and that this difference could be traced in large part to state-level factors relating to historical preparation for the practice, establishment of standards, formation of a technical assistance center, and funding.Conclusion: In this case study, both state-level and site-specific factors influenced success of implementation of EBPs. To address these factors, the field needs systematic strategies to anticipate and overcome these barriers if full implementation is to be realized.
19
Doabler, Christian T., Ben Clarke, Derek Kosty, Jessica E. Turtura, Marah Sutherland, Steven A. Maddox, and Keith Smolkowski. "Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction." Journal of Learning Disabilities 54, no. 1 (March 19, 2020): 20–35. http://dx.doi.org/10.1177/0022219420911375.
Full textAbstract:
Implementation of evidence-based practices (EBPs) is paramount to students’ development of mathematics proficiency. This study investigated “practice-based evidence” of interventionists’ actual use of explicit mathematics instruction, a well-established EBP. Specifically, this study analyzed direct observation data collected in a federally funded efficacy trial involving a Tier 2 first-grade mathematics intervention to examine whether the quantity and quality of explicit mathematics instruction was associated with the mathematics outcomes of 470 first-grade students with or at risk for mathematics learning disabilities. Associations between group-level pretreatment skill levels and the quality and quantity of explicit mathematics instructional practices used in the intervention were also explored. Findings suggested significant associations between positive gains in student mathematics outcomes and (a) lower rates of incorrectly answered mathematics-focused questions, and (b) the rate in which interventionists delivered group-level practice opportunities and offered academic feedback. Significant associations were also found between initial student mathematics performance and rates of student errors and the quality of explicit instruction. Implications for using direct observation to document enacted EBPs are discussed.
20
Tankersley, Melody. "Establishing evidence-based practices in disability services." Social welfare : interdisciplinary approach 3, no. 2 (December 30, 2013): 118–24. http://dx.doi.org/10.15388/sw.2013.28224.
Full textAbstract:
Article presents the theoretical understanding of usage of evidence-based practices in disability service promoting the most effective of practices. The details of identifying, promoting, and implementing EBPs involve a plethora of potentially problematic issues. Detail discussed purports of quality and quantity of the research describes wide application fi eld of EBP. Criterion-based frameworks for determining effective or evidence-based practices could be used as a practical guide in disability services. The essential steps in determining whether a practiceis evidence-based seem to be (a) locating the high quality, experimental research that examines the effectiveness of the practice and then (b) determining whether suffi cient quantity of evidence showing that the practice causes improved outcomes exists are discussed as well.
21
Oswald, Gina R., Mary J. Huber, and Judson Workman. "A Guide to Developing Evidence-based Programs in Rehabilitation Counseling Research." Journal of Applied Rehabilitation Counseling 46, no. 1 (March 1, 2015): 34–39. http://dx.doi.org/10.1891/0047-2220.46.1.34.
Full textAbstract:
The development of evidence-based programs (EBPs) in rehabilitation counseling (RC) is rudimentary. The field, specifically EBPs related to employment-focused practices, is in need of a data-driven evaluation process to assure that evidence-based employment interventions are being disseminated and implemented in the field. This article reviews the status of evidence-based vocational rehabilitation (VR) programs; argues for the need of not only employment related EBPs in rehabilitation but for the development of a registry that contains successful employment approaches; provides the readers with a step-by-step process in the documentation of an EBP; and lastly, we discuss the lessons we learned from the process of accreditation. A registry containing evidence-based employment programs holds promise for helping rehabilitation organizations improve the quality of employment services and practices they provide to consumers with disabilities as well as promote the efficiency and effectiveness of rehabilitation counseling services to funding sources and legislators.
22
Viglione, Jill. "A Multi-Level Examination of Organizational Context on Adult Probation Officer Attitudes Toward Evidence-Based Practice." International Journal of Offender Therapy and Comparative Criminology 62, no. 5 (November 10, 2016): 1331–56. http://dx.doi.org/10.1177/0306624x16675630.
Full textAbstract:
Currently, both researchers and criminal justice agencies recognize the need to consider evidence-based practices (EBPs) as means to provide effective supervision and reduce recidivism rates. Research documents the importance of organizational characteristics in relation to EBP adoption and implementation, including organizational climate, commitment to the organization, and cynicism for change. Using data collected through surveys of 251 probation staff nested within 12 probation agencies in the United States, the current study utilizes Hierarchical Linear Modeling to examine the association of these important organizational characteristics with probation staff reported attitudes toward EBPs. These findings are critical for understanding how probation staff perceptions relate to the transportability of EBPs and which/how contextual factors influence attitudes toward best practices.
23
Mainzer, K. Lynne, Angela McPeake Gebert, Jennifer Dale, and Andrea Schanbacher. "Role of High-Performance Implementation Teams in Promoting Effective Use of Evidence-Based Practices." Journal of School Administration Research and Development 7, no. 2 (October 27, 2022): 103–11. http://dx.doi.org/10.32674/jsard.v7i2.4295.
Full textAbstract:
This article posits that high-performance implementation teams are a powerful resource for administrators when supporting the effective use of evidence-based practices (EBPs) among teachers. Yearly, administrators purchase EBPs with the expectation that positive results found in research will be reproduced in their school settings. Unfortunately, teachers’ execution of these practices can fall short of the quality needed to effect substantive progress among all students. A common response is for administrators to convene implementation teams to extend help for teachers implementing EBPs. However, many of these teams are structured traditionally and lack sufficient communication, coordination, and synergy among members to produce substantive outcomes. Yet, when administrators employ a team-directed continuous improvement process that includes a protocol for building high-performance teams, they create conditions for team members to effectively support EBP implementation, analyze performance data, cross the research-to-practice bridge, and work together to close achievement gaps.
24
Ringle, Jay L., Sigrid James, Jordan R. Ross, and Ronald W. Thompson. "Measuring Youth Residential Care Provider Attitudes." European Journal of Psychological Assessment 35, no. 2 (March 2019): 241–47. http://dx.doi.org/10.1027/1015-5759/a000397.
Full textAbstract:
Abstract. In this study the 15-item Evidence-Based Practices Attitude Scale (EBPAS), a measure designed to assess attitudes toward the adoption of EBPs, was collected from administrators of residential care facilities for youth in the United States. As the EBPAS was administered to a different sample for which it was originally developed (i.e., community mental health), we conducted a Confirmatory Factor Analysis (CFA) to investigate if its factor structure was maintained. Results confirm the factor structure of the EBPAS as a valid measure of attitude toward evidence-based practice among youth residential care providers. Limitations and areas of future research are discussed.
25
Horigian, Viviana E., Paula S. Espinal, Elizabeth Alonso, Rosa E. Verdeja, Rui Duan, Ingrid M. Usaga, Alejandro Pérez, Rodrigo Marín-Navarrete, and Daniel J. Feaster. "Readiness and barriers to adopt evidence-based practices for substance abuse treatment in Mexico." Salud mental 39, no. 2 (March 30, 2016): 77–84. http://dx.doi.org/10.17711/sm.0185-3325.2016.004.
Full textAbstract:
Abstract Introduction. Evidence shows a lag in adoption of evidence-based practices (EBPs) for substance abuse treatment and supports the need for studying the factors involved in this worldwide problem. Objective. This study aimed to assess the readiness and barriers to adopt EBPs for substance abuse in a sample of outpatient treatment centers of a newly created Mexican Clinical Trials Network. Method. An online survey was administered to directors (n = 8) and clinicians (n = 40) from seven outpatient treatment centers in Mexico. Questions were obtained from two surveys that had been implemented in the US to assess the same objectives. Results. Respondents reported being more ready to adopt Cognitive Behavioral Therapy (CBT, 83.3%) and Motivational Enhancement Therapy (MET, 79.1%), compared to 12 step facilitation (58.3%), couples therapy (56.2%), Brief Strategic Family Therapy (BSFT, 66.6%), and motivational incentives (60.4%). Directors had lower mean resistance to EBPs (11.8 vs. 17.4; p = 0.01) than clinicians. The biggest barriers identified by directors to EBP adoption were not having enough clinical staff, being unable to afford well-trained staff, not enough psychiatric and medical support. Discussion and conclusion. CBT and MET emerged as the most frequently used evidence based practices in the sites that are part of the Mexican Clinical Trials Network. Staff positive attitudes towards EBPs are critical for adoption.
26
Johnson, LeAnne D., Veronica Fleury, Andrea Ford, Brenna Rudolph, and Kelsey Young. "Translating Evidence-Based Practices to Usable Interventions for Young Children With Autism." Journal of Early Intervention 40, no. 2 (January 20, 2018): 158–76. http://dx.doi.org/10.1177/1053815117748410.
Full textAbstract:
Increased numbers of young children identified with autism combine with changing paradigms for service delivery models to create a need to ensure that information is available to facilitate implementation of effective practices in children’s natural learning environments. A recent synthesis that identifies evidence-based practices (EBPs) for children with autism is used as the basis for exploring the degree to which existing literature provides information that meaningfully supports the translation of those practices to usable interventions within the routine services provided by educators. Our review of 113 studies focusing on 13 EBPs for children with autism below the age of 6 revealed inconsistent and incomplete reporting within and across practices. Based on this review, we offer a discussion on how the reporting practices of researchers may facilitate or hinder the generation of usable knowledge needed by implementation science when guiding large-scale adoption and use of interventions.
27
Doumas, Diana M., Susan Esp, and Raissa Miller. "Impact of Brief Intervention Workshops on Addiction Provider Knowledge, Skills, Negative Attitudes, and Interest in Implementing Evidence-Based Practices." Journal of Drug Education 47, no. 3-4 (September 2017): 121–37. http://dx.doi.org/10.1177/0047237918800985.
Full textAbstract:
This study evaluated the impact of Motivational Interviewing (MI) and Screening, Brief Intervention, and Referral to Treatment (SBIRT) workshops on posttraining knowledge, skills, negative attitudes, and interest in implementing evidence-based practices (EBPs). Participants ( N = 70) were primarily mental health counselor (41.4%), social workers (20.0%), substance abuse counselors (15.7%), school counselors (5.7%), and nursing professionals (4.3%) who selected the 1- or 2-day workshop for continuing education credit. Participants attended either a Basic MI training workshop (1 day) or a Basic MI training plus an advanced MI/SBIRT training workshop (2 days) to assess if exposure to two EBPs would improve training outcomes. Participants in both the 1-day and 2-day workshops reported posttraining increased perceived knowledge and skills, decreased negative attitudes toward EBPs, and increased interest in implementing EBPs from pretraining to posttraining. There were no differences between participants in the Basic MI or MI plus advanced MI/SBIRT training conditions. Implications for reducing the research-practice gap in EBPs are discussed.
28
Singh, Suminthra. "Supporting the Implementation of Evidence-Based Practices for Children with ASD." Kairaranga 20, no. 2 (January 12, 2020): 39–51. http://dx.doi.org/10.54322/kairaranga.v20i2.317.
Full textAbstract:
The primary objective of this small-scale study was to identify ways in which Resource Teachers: Learning and Behaviour (RTLB) can work with teachers to implement evidence-based practices for children with Autism Spectrum Disorder (ASD) within aninclusive educational system. With the increasing prevalence of children with ASD in mainstream classrooms, there is a critical need to support teachers with evidence-based practices (EBPs) to improve outcomes for all students. In this study, twenty four RTLB were surveyed about professional learning and development (PLD) related to their work with teachers to implement EBPs for children with ASD. Qualitative and quantitative methods of data gathering were employed in the form of an anonymous online self-administered questionnaire. The findings revealed that, overall, this group of RTLB has a preference for PLD in the form of ongoing coaching and support with the implementation of evidence-based practices tailored to the needs of their caseload students.
29
Shuman, Clayton J., Xian-Jin Xie, Keela A. Herr, and Marita G. Titler. "Sustainability of Evidence-Based Acute Pain Management Practices for Hospitalized Older Adults." Western Journal of Nursing Research 40, no. 12 (November 6, 2017): 1749–64. http://dx.doi.org/10.1177/0193945917738781.
Full textAbstract:
Little is known regarding sustainability of evidence-based practices (EBPs) following implementation. This article reports sustainability of evidence-based acute pain management practices in hospitalized older adults following testing of a multifaceted Translating Research Into Practice (TRIP) implementation intervention. A cluster randomized trial with follow-up period was conducted in 12 Midwest U.S. hospitals (six experimental, six comparison). Use of evidence-based acute pain management practices and mean pain intensity were analyzed using generalized estimating equations across two time points (following implementation and 18 months later) to determine sustainability of TRIP intervention effects. Summative Index scores and six of seven practices were sustained. Experimental and comparison group differences for mean pain intensity over 72 hours following admission were sustained. Results revealed most evidence-based acute pain management practices were sustained for 18 months following implementation. Further work is needed to identify factors affecting sustainability of EBPs to guide development and testing of sustainability strategies.
30
McConnell, Amber E., Kimberly J. Osmani, Kendra L. Williams-Diehm, and Joshua M. Pulos. "iJobs Summer Work Experience: A Pilot Transition Program to Enhance Job-Readiness Skills Using Evidence-Based Practices." Inclusion 6, no. 3 (September 1, 2018): 208–23. http://dx.doi.org/10.1352/2326-6988-6.3.208.
Full textAbstract:
Abstract Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs. This study investigated a summer job experience program for students with disabilities as a means to incorporate EBPs and increase student job-readiness skills. Results indicated the vast majority of students gained critical skills and experiences across eight EBP categories. Parents felt student employability skills increased, and host business partners expressed willingness to repeat the summer iJobs experience. Future research, implications for practice, and limitations are discussed.
31
Bonham, Caroline A., David Sommerfeld, Cathleen Willging, and Gregory A. Aarons. "Organizational Factors Influencing Implementation of Evidence-Based Practices for Integrated Treatment in Behavioral Health Agencies." Psychiatry Journal 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/802983.
Full textAbstract:
Objective. In recent years, New Mexico has prioritized integrated treatment for cooccurring mental health and substance use disorders within its public behavioral health system. This report describes factors likely to be important when implementing evidence-based practices (EBPs) in community agencies.Methods. Our mixed-method research design consisted of observations, semistructured interviews, and surveys undertaken with employees at 14 agencies at baseline and after 18 months. We developed four-agency typologies based on iterative coding and analysis of observations and interviews. We then examined survey data from employees at the four exemplar agencies to validate qualitative findings.Results. Financial resources and strong leadership impacted agency capacity to train providers and implement EBPs. Quantitative analysis of service provider survey responses from these agencies (N= 38) supported qualitative findings and demonstrated significant mean score differences in leadership, organizational climate, and attitudes toward EBPs in anticipated directions.Conclusion. The availability of strong leadership and financial resources were key components to initial implementation success in this study of community agencies in New Mexico. Reliance only on external funding poses risks for sustainment when demoralizing work climates precipitate employee turnover. Strong agency leadership does not always compensate for deficient financial resources in vulnerable communities.
32
Titler, Marita G. "Translation Science and Context." Research and Theory for Nursing Practice 24, no. 1 (February 2010): 35–55. http://dx.doi.org/10.1891/1541-6577.24.1.35.
Full textAbstract:
Evidence-based health care practices are available for a number of conditions such as asthma, smoking cessation, heart failure, and management of diabetes. However, these practices are not routinely implemented in care delivery and variations in practices abound. Implementing evidence-based practices (EBPs) is challenging, and difficulties implementing evidence may be largely explained by contextual factors. Thus, strategies are needed that address the complexity and systems of care, individual practitioners, senior leadership, and ultimately changing health care cultures to promote an evidence-based practice environment. To advance knowledge about promoting and sustaining adoption of EBPs in health care, translation science needs more studies that test translating research into practice (TRIP) interventions; studies are needed that investigate what TRIP interventions work, for whom, in what circumstances, in what types of settings, and studies that explain the underlying mechanisms of effective TRIP interventions. According to the Translation Research Model, adoption of innovations, such as EBPs, are influenced by the nature of the innovation (e.g., the type and strength of evidence; the clinical topic), and the manner in which it is communicated (disseminated) to members (e.g., physicians, nurses) of a social system (organization, nursing profession). This article discusses the importance of context in translation using this framework as a guide.
33
Zyromski, Brett, Carey Dimmitt, Melissa Mariani, and Catherine Griffith. "Evidence-Based School Counseling." Professional School Counseling 22, no. 1 (January 2018): 2156759X1880184. http://dx.doi.org/10.1177/2156759x18801847.
Full textAbstract:
Although school counselors and school counselor educators have an ethical responsibility to use and to teach evidence-based practices (EBPs), recent research has illustrated a lack of EBP in counselor education scholarship. In school counselor education programs, training related to EBP may be absent due to a lack of understanding or instructor training. This article provides a model using three pedagogical approaches for integrating EBP into school counselor education programs. We review the three approaches—stand-alone courses, full program integration, and program–school–community integration—in depth and use a case study to illustrate the application of the three approaches. Implications for school counseling practice and research conclude the article.
34
Vaske, Jamie C. "Using Biosocial Criminology to Understand and Improve Treatment Outcomes." Criminal Justice and Behavior 44, no. 8 (July 8, 2017): 1050–72. http://dx.doi.org/10.1177/0093854817716484.
Full textAbstract:
Research has extensively cataloged the types of interventions that prevent and treat antisocial behavior across the life course. Despite our knowledge of which interventions “work,” there is a limited understanding of why these practices are effective and who does (or does not) benefit from traditional evidence-based practices (EBPs). The current study reviews the literature on the biopsychological mechanisms and moderators of EBPs across the life course, and it provides recommendations to clinicians and program developers based on these findings. The literature typically shows that EBPs may reduce antisocial behavior because these programs alter clients’ biological systems responsible for stress response and self-regulation. Similarly, individuals who receive fewer benefits from EBPs have weaker stress responses, difficulty processing punishment, increased reward sensitivity, and problems with attention, self-regulation, and cognitive flexibility. The implications of these findings are discussed for each stage of the life course.
35
Schles, Rachel Anne, and Rachel E. Robertson. "The Role of Performance Feedback and Implementation of Evidence-Based Practices for Preservice Special Education Teachers and Student Outcomes: A Review of the Literature." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (October 17, 2017): 36–48. http://dx.doi.org/10.1177/0888406417736571.
Full textAbstract:
Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the literature to answer the question: Does providing performance feedback improve preservice special education teachers’ fidelity of implementation of EBPs and outcomes for students with disabilities? Five studies were found which met inclusion criteria. These studies demonstrated a clear functional relationship between performance feedback and preservice teachers’ increased fidelity to the EBP(s). Across studies, there were mixed effects in student outcomes when preservice teachers increased their fidelity to EBPs. Limitations of the current analysis and the included studies are discussed along with future implications for researchers and practitioners.
36
Creed, Torrey A., Margaret E. Crane, Amber Calloway, Thomas M. Olino, Philip C. Kendall, and Shannon Wiltsey Stirman. "Changes in community clinicians’ attitudes and competence following a transdiagnostic Cognitive Behavioral Therapy training." Implementation Research and Practice 2 (January 2021): 263348952110302. http://dx.doi.org/10.1177/26334895211030220.
Full textAbstract:
Background: Although the literature suggests that attitudes toward evidence-based practices (EBPs) are associated with provider use of EBPs, less is known about the association between attitudes and how competently EBPs are delivered. This study examined how initial attitudes and competence relate to improvements in attitudes and competence following EBP training. Methods: Community clinicians ( N = 891) received intensive training in cognitive behavioral therapy skills followed by 6 months of consultation. Clinician attitudes were assessed using the Evidence-Based Practice Attitude Scale, and competence was assessed using the Cognitive Therapy Rating Scale. Data were analyzed by fitting three latent change score models to examine the relationship between changes in attitudes and competence across the training and within its two phases (workshop phase, consultation phase). Results: Latent change models identified significant improvement in attitudes ( Mslatent change ⩾ 1.07, SEs ⩽ 0.19, zs ⩾ 6.85, ps < .001) and competence ( Mslatent change ⩾ 13.13, SEs ⩽ 3.53, zs ⩾ 2.30, ps < .001) across the full training and in each phase. Higher pre-workshop attitudes predicted significantly greater change in competence in the workshop phase and across the full training ( bs ⩾ 1.58, SEs ⩽ 1.13, z ⩾ 1.89, p < .048, β ⩾ .09); however, contrary to our hypothesis, post-workshop attitudes did not significantly predict change in competence in the consultation phase ( b = 1.40, SE = 1.07, z = 1.31, p = .19, β = .08). Change in attitudes and change in competence in the training period, the workshop phase, and the consultation phase were not significantly correlated. Conclusions: Results indicate that pre-training attitudes about EBPs present a target for implementation interventions, given their relation to changes in both attitudes and competence throughout training. Following participation in initial training workshops, other factors such as subjective norms, implementation culture, or system-level policy shifts may be more predictive of change in competence throughout consultation. Plain Language Summary Although previous research has suggested that a learner’s knowledge of evidence-based practices (EBPs) and their attitudes toward EBPs may be related, little is known about the association between a learner’s attitudes and their competence in delivering EBPs. This study examined how initial attitudes and competence relate to improvements in attitudes and competence following training in an EBP. This study suggests that community clinicians’ initial attitudes about evidence-based mental health practices are related to how well they ultimately learn to deliver those practices. This finding suggests that future implementation efforts may benefit from directly targeting clinician attitudes prior to training, rather than relying on more broad-based training strategies.
37
Altaweel, Nora A. "INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM." Problems of Education in the 21st Century 77, no. 2 (April 28, 2019): 195–208. http://dx.doi.org/10.33225/pec/19.77.195.
Full textAbstract:
Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs). This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment. A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD. Keywords: conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology.
38
Bettini, Elizabeth A., Michelle M. Cumming, Kristen L. Merrill, Nelson C. Brunsting, and Carl J. Liaupsin. "Working Conditions in Self-Contained Settings for Students With Emotional Disturbance." Journal of Special Education 51, no. 2 (October 13, 2016): 83–94. http://dx.doi.org/10.1177/0022466916674195.
Full textAbstract:
Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.
39
Aloudah, Nouf, Areej Alhumsi, Nada Alobeid, Nourah Aboheimed, Hind Aboheimed, and Ghada Aboheimed. "Factors impeding the supply of over-the-counter medications according to evidence-based practice: A mixed-methods study." PLOS ONE 15, no. 11 (November 19, 2020): e0240913. http://dx.doi.org/10.1371/journal.pone.0240913.
Full textAbstract:
Objective Despite the positive attitudes pharmacists have toward evidence-based practices (EBPs), its application in community pharmacies in Saudi Arabia is lacking. Therefore, this study aimed to explore and assess EBPs by community pharmacists in Saudi Arabia when they dispense over-the-counter (OTC) medications for three minor ailments: diarrhea, cough, and the common cold. Research design and methods We used a mixed-methods approach consisting of two study parts. The first was a quantitative investigation that used mystery shoppers. Four researchers, posing as mystery shoppers, visited 214 randomly selected pharmacies in the Riyadh region of Saudi Arabia. They used 14 questions from a standardized checklist to examine EBPs by community pharmacists. The qualitative part of the study entailed three focus-group discussions with 13 pharmacists from different community practice settings and explored factors that affected the application of EBPs when supplying OTC medications from the pharmacists’ point of view. Results The analysis indicated that 40% of pharmacists dispensed OTC medications according to EBPs. Logistic regression analysis showed that one question, "Describe your symptoms", predicted the correct supply of OTC medications (p = 0.021). The qualitative section of the study identified nine factors that affected EBP. Some of these factors facilitated EBP, such as established patient-pharmacist relationships, some acted as barriers such as conflicts between available evidence, while other factors could either facilitate or hinder EBPs, such as the health literacy of the patient. Conclusion Given that dispensing OTC medication is a core function of pharmacists, this study uncovered low adherence to EBPs by community pharmacists in Saudi Arabia when dispensing OTC medication for three minor ailments: diarrhea, cough, and the common cold. Furthermore, this study identified a number of explanatory factors for this low adherence. Targeting these factors could help change the behavior of pharmacists and decrease undesirable outcomes.
40
Goddard, Yvonne L., Lindsay Ammirante, and Ning Jin. "A Thematic Review of Current Literature Examining Evidence-Based Practices and Inclusion." Education Sciences 13, no. 1 (December 30, 2022): 38. http://dx.doi.org/10.3390/educsci13010038.
Full textAbstract:
The purpose of this article was to provide a thematic summary of current literature combining the topics of evidence-based practices (EBPs) and inclusive settings. We summarized findings from 27 peer-reviewed articles written in English and published between 2012–2022. A systematic, thematic literature review yielded four broad categories addressed in recent publications: using specific evidence-based practices with PK-12 students, teacher education, teachers’ perceptions and attitudes toward including students with disabilities, and collaboration. Within two of those four broad categories, sub-categories also emerged. We discuss the importance of our results and implications for researchers and practitioners.
41
Koschmann, Elizabeth, James L. Abelson, Amy M. Kilbourne, Shawna N. Smith, Kate Fitzgerald, and Anna Pasternak. "Implementing evidence-based mental health practices in schools: Feasibility of a coaching strategy." Journal of Mental Health Training, Education and Practice 14, no. 4 (June 27, 2019): 212–31. http://dx.doi.org/10.1108/jmhtep-05-2018-0028.
Full textAbstract:
Purpose Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues. Design/methodology/approach In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students. Findings In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group. Originality/value These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.
42
Dorsey, Shannon, Suzanne E. U. Kerns, Eric W. Trupin, Kate L. Conover, and Lucy Berliner. "Child Welfare Caseworkers as Service Brokers for Youth in Foster Care." Child Maltreatment 17, no. 1 (January 5, 2012): 22–31. http://dx.doi.org/10.1177/1077559511429593.
Full textAbstract:
Youth in the foster care system have substantially higher rates of mental health needs compared to the general population, yet they rarely receive targeted, evidence-based practices (EBPs). Increasingly emerging in the literature on mental health services is the importance of “brokers” or “gateway providers” of services. For youth in foster care, child welfare caseworkers often play this role. This study examines caseworker-level outcomes of Project Focus, a caseworker training and consultation model designed to improve emotional and behavioral outcomes for youth in foster care through increased linkages with EBPs. Project Focus was tested through a small, randomized trial involving four child welfare offices. Caseworkers in the Project Focus intervention group demonstrated an increased awareness of EBPs and a trend toward increased ability to identify appropriate EBP referrals for particular mental health problems but did not have significantly different rates of actual referral to EBPs. Dose of consultation was associated with general awareness of EBPs. Implications for practice and outcomes for youth are discussed.
43
Deming, Adam, and Jerry L. Jennings. "The Absence of Evidence-Based Practices (EBPs) in the Treatment of Sexual Abusers: Recommendations for Moving Toward the Use of a True EBP Model." Sexual Abuse 32, no. 6 (April 22, 2019): 679–705. http://dx.doi.org/10.1177/1079063219843897.
Full textAbstract:
Despite a continued evolution of the field of sexual abuser treatment toward a distinct professional discipline with clinicians using an increasing variety of treatment approaches, there is no consensus regarding the strength of our various clinical interventions as evidence-based practices (EBPs). This article provides a brief history of the development and goals of EBPs in medicine and mental health, and a review of the earnest efforts of researchers within the field to establish treatment approaches with sexual abusers as evidence-based. An appraisal of the current status of EBP’s with sexual abusers is provided. Although there have been improvements in the methodological quality of treatment outcome research with sexual abusers, divergent opinions about treatment effectiveness remain, and the field has not yet agreed on a system or set of criteria for what constitutes “evidence.” We contend that clinical practice has been influenced as much, or more, by new paradigms that are intuitively meaningful and perceived as needed than it has by what has been determined to be scientifically efficacious. This trend and other processes in our field that seem to be slowing the development of EBPs with sexual abusers are discussed. Recommendations for conducting evidence-based reviews and moving the field of sexual abuser treatment toward the use of a true EBP model are provided.
44
Stahmer, Aubyn C., Jessica Suhrheinrich, Sarah Reed, and Laura Schreibman. "What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use." Autism Research and Treatment 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/709861.
Full textAbstract:
Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.
45
Dopp, Alex R., Marie-Rachelle Narcisse, Peter Mundey, Jane F. Silovsky, Allison B. Smith, David Mandell, Beverly W. Funderburk, et al. "A scoping review of strategies for financing the implementation of evidence-based practices in behavioral health systems: State of the literature and future directions." Implementation Research and Practice 1 (January 2020): 263348952093998. http://dx.doi.org/10.1177/2633489520939980.
Full textAbstract:
Background: Increased availability of evidence-based practices (EBPs) is essential to alleviating the negative public health and societal effects of behavioral health problems. A major challenge to implementing and sustaining EBPs broadly is the limited and fragmented nature of available funding. Method: We conducted a scoping review that assessed the current state of evidence on EBP financing strategies for behavioral health based on recent literature (i.e., post-Affordable Care Act). We defined financing strategies as techniques that secure and direct financial resources to support EBP implementation. This article introduces a conceptualization of financing strategies and then presents a compilation of identified strategies, following established reporting guidelines for the implementation strategies. We also describe the reported level of use for each financing strategy in the research literature. Results: Of 23 financing strategies, 13 were reported as being used within behavioral health services, 4 had potential for use, 5 had conceptual use only, and 1 was potentially contraindicated. Examples of strategies reported being used include increased fee-for-service reimbursement, grants, cost sharing, and pay-for-success contracts. No strategies had been evaluated in ways that allowed for strong conclusions about their impact on EBP implementation outcomes. Conclusion: The existing literature on EBP financing strategies in behavioral health raises far more questions than answers. Therefore, we propose a research agenda that will help better understand these financing strategies. We also discuss the implications of our findings for behavioral health professionals, system leaders, and policymakers who want to develop robust, sustainable financing for EBP implementation in behavioral health systems. Plain language abstract: Organizations that treat behavioral health problems (mental health and substance use) often seek to adopt and use evidence-based practices (EBPs). A challenge to adopting EBPs broadly is the limited funding available, often from various sources that are poorly coordinated with one another. To help organizations plan effectively to adopt EBPs, we conducted a review of recent evidence (i.e., since the passage of the 2010 Affordable Care Act) on strategies for financing EBP adoption in behavioral health systems. We present definitions of 23 identified strategies and describe each strategy’s reported (in the research literature) level of use to fund EBP adoption in behavioral health services. Of the 23 financing strategies, 13 strategies had evidence of use, 4 had potential for use, 5 had conceptual use only, and 1 was potentially contraindicated. Examples of strategies with evidence of use include increased fee-for-service reimbursement, grants, cost sharing, and pay-for-success contracts. This comprehensive list of EBP financing strategies may help guide decision-making by behavioral health professionals, system leaders, and policymakers. The article also presents a research agenda for building on the current research literature by (1) advancing methods to evaluate financing strategies’ effects, (2) partnering with stakeholders and decision-makers to examine promising financing strategies, (3) focusing on strategies and service systems with the greatest needs, (4) improving methods to guide the selection of financing strategies, and (5) paying greater attention to sustainable long-term financing of EBPs.
46
Ruud, Torleif, Robert E. Drake, Jūratė Šaltytė Benth, Karin Drivenes, Miriam Hartveit, Kristin Heiervang, Tordis S. Høifødt, et al. "The Effect of Intensive Implementation Support on Fidelity for Four Evidence-Based Psychosis Treatments: A Cluster Randomized Trial." Administration and Policy in Mental Health and Mental Health Services Research 48, no. 5 (April 19, 2021): 909–20. http://dx.doi.org/10.1007/s10488-021-01136-4.
Full textAbstract:
Abstract Purpose Service providers need effective strategies to implement evidence-based practices (EBPs) with high fidelity. This study aimed to evaluate an intensive implementation support strategy to increase fidelity to EBP standards in treatment of patients with psychosis. Methods The study used a cluster randomized design with pairwise assignment of practices within each of 39 Norwegian mental health clinics. Each site chose two of four practices for implementation: physical health care, antipsychotic medication management, family psychoeducation, illness management and recovery. One practice was assigned to the experimental condition (toolkits, clinical training, implementation facilitation, data-based feedback) and the other to the control condition (manual only). The outcome measure was fidelity to the EBP, measured at baseline and after 6, 12, and 18 months, analyzed using linear mixed models and effect sizes. Results The increase in fidelity scores (within a range 1–5) from baseline to 18 months was significantly greater for experimental sites than for control sites for the combined four practices, with mean difference in change of 0.86 with 95% CI (0.21; 1.50), p = 0.009). Effect sizes for increase in group difference of mean fidelity scores were 2.24 for illness management and recovery, 0.68 for physical health care, 0.71 for antipsychotic medication management, and 0.27 for family psychoeducation. Most improvements occurred during the first 12 months. Conclusions Intensive implementation strategies (toolkits, clinical training, implementation facilitation, data-based feedback) over 12 months can facilitate the implementation of EBPs for psychosis treatment. The approach may be more effective for some practices than for others.
47
Brady, Michael P., and Michael Hazelkorn. "De-evolution of expectations for evidence-based practices in public education in the United States." education policy analysis archives 27 (October 28, 2019): 137. http://dx.doi.org/10.14507/epaa.27.4590.
Full textAbstract:
Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.
48
Baloh, Jure, and Geoffrey M. Curran. "403 Can supervision support implementation of evidence-based practices in substance use disorder treatment programs? A qualitative analysis of organizational and environmental contexts in Arkansas." Journal of Clinical and Translational Science 6, s1 (April 2022): 77. http://dx.doi.org/10.1017/cts.2022.231.
Full textAbstract:
OBJECTIVES/GOALS: Supervision is a promising strategy for supporting high-fidelity implementation of evidence-based practices (EBPs) in substance use disorder (SUD) settings. In this study, we explore current supervision practices in community SUD programs and identify organizational and environmental factors that shape them. METHODS/STUDY POPULATION: We interviewed 25 leaders and counselors at 8 community SUD programs in Arkansas, and 16 leaders at external stakeholder organizations (e.g., regulators, payers, licensing boards). Interview guides were based on the i-PARIHS framework. Interviews were conducted on Zoom or phone, lasted ~1 hour, and were recorded and transcribed. Below we outline findings based on preliminary analyses; full thematic analyses will be completed before presentation. RESULTS/ANTICIPATED RESULTS: Participants generally recognized the importance of utilizing EBPs and supporting their use through supervision. Counselors professional backgrounds and training vary substantially, necessitating continuing education and supervision. However, different professional, licensing and regulatory standards create a complex web of requirements and practices. Supervisors typically require clinical experience, but are rarely trained in supervision. They are internal or external to the organization, and provide individual or group supervision. Supervisors most often rely on case summaries and chart reviews, sometimes on direct observations and role-playing, and rarely (one program) on session recordings. Supervision goals are broad, and while EBP use is encouraged, it is rarely the focus of supervision. DISCUSSION/SIGNIFICANCE: To enhance supervision in community SUD settings and improve implementation of EBPs, new supervision strategies need to fit the various norms, expectations, and standards (e.g., professional, regulatory) that characterize community SUD programs, their workforce, and their environments.
49
Yates, Peggy A., Ritu V. Chopra, Emily E. Sobeck, Sarah N. Douglas, Stephanie Morano, Virginia L. Walker, and Rob Schulze. "Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation." Intervention in School and Clinic 56, no. 1 (March 24, 2020): 43–50. http://dx.doi.org/10.1177/1053451220910740.
Full textAbstract:
With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that several considerations be made. This column shares several recommendations with teachers for designing, implementing, and evaluating the effectiveness of lesson plans that incorporate paraeducators in the inclusive setting. A lesson plan template is provided and discussed, and guidance is provided for teaching paraeducators evidence-based practices (EBPs) using behavioral skills training and supporting them in using EBPs during instruction.
50
Sutherland, Kevin S., Maureen A. Conroy, Bryce D. McLeod, Rachel Kunemund, and Kim McKnight. "Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students." Journal of Emotional and Behavioral Disorders 27, no. 2 (June 25, 2018): 76–85. http://dx.doi.org/10.1177/1063426618784009.
Full textAbstract:
Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group ( n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.