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. 2008 Jul;1(3):6-28.
doi: 10.1080/1754730x.2008.9715730.

Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

Celene E Domitrovich  1 , Catherine P Bradshaw  2 , Jeanne M Poduska  3 , Kimberly Hoagwood  4 , Jacquelyn A Buckley  5 , Serene Olin  4 , Lisa Hunter Romanelli  6 , Philip J Leaf  2 , Mark T Greenberg  1 , Nicholas S Ialongo  5
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Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

Celene E Domitrovich et al. Adv Sch Ment Health Promot. 2008 Jul.

Abstract

Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of school-based interventions. Future directions for research on implementation are discussed.

Keywords: conceptual framework; implementation quality; prevention; schools.

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Figures

FIGURE 1
FIGURE 1
Factors that Can Affect Implementation Quality: A Multi-Level Model
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