Intervention Fidelity Conditionally Mediates the Association Between Educators' Beliefs and Student Outcomes in SWPBIS: A School-Level Moderated Mediation Analysis DOI Open Access
Yanchen Zhang, Lindsay M. Fallon, Madeline Larson

et al.

Published: Jan. 22, 2023

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student academic outcomes. But real-world implementation SWPBIS is often inadequate, which leads to lackluster Researchers have identified amendable implementer-level factors (e.g., educators' supportive beliefs about SWPBIS) promote successful delivery SWPBIS. However, it remains unknown how function at school level influence their behaviors. This study piloted a Supportive Belief Intervention (SBI; an strategy used before teacher training examined its mechanism change on In partnership with urban district, authors delivered SBI 81 teams serving diverse population. Baseline were assessed start year (AY; SBI). Posttest beliefs, intervention fidelity Tier 1 SWPBIS, rates reading proficiency suspension end AY (6 months after Conditional process analyses nonparametric bootstrapping (mediational 1st stage moderated mediational models) revealed that, level, (a) improved associated enhanced then better corollary outcomes (increased reduced rates); but (b) socioeconomic status size mediation effect. Implications research practices context discussed.

Language: Английский

Centering School Leaders’ Expertise: Usability Evaluation of a Leadership-Focused Implementation Strategy to Support Tier 1 Programs in Schools DOI Creative Commons
V Collins, Catherine M. Corbin, Jill Locke

et al.

School Mental Health, Journal Year: 2024, Volume and Issue: 16(3), P. 667 - 680

Published: March 7, 2024

Abstract Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment evidence-based practices (EBP), they often complex bulky, which can interfere with their widespread application. To address these challenges, Helping Educational Leaders Mobilize Evidence (HELM) strategy was created as an adaptation Leadership Organizational Change for Implementation (LOCI) enhance elementary school principals’ use strategic leadership support adoption delivery Tier 1 (i.e., universal social, emotional, behavioral) EBP. In service its iterative development, human-centered design methodology employed successful uptake HELM. The Cognitive Walkthrough Strategies (CWIS), novel mixed-methods approach evaluate usability, applied identify test HELM tasks critical importance. A sample 15 principals participated in group cognitive walkthrough testing either principal recipients or coaches. Both user types rated acceptable (principal M = 77.8, SD 15.5; coach 87.5, 7.9). Five usability issues were identified using highly structured common issue framework provided direction generation redesign solutions be incorporated subsequent version strategy. evaluation strategy’s improved alignment needs, expectations, contextual constraints, rendering more usable broadly applicable information surrounding development psychosocial real-world settings.

Language: Английский

Citations

7
Not getting better but not getting worse: A cluster randomized controlled pilot trial of a leadership implementation strategy DOI Creative Commons
Jill Locke, Catherine M. Corbin,

Roger Goosey

et al.

Implementation Research and Practice, Journal Year: 2025, Volume and Issue: 6

Published: Jan. 1, 2025

Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an strategy called Helping Educational Leaders Mobilize Evidence (HELM), adapted from the Leadership and Organizational Change for strategy, to enhance through improvements school teams' climate buffer against efforts. This explores impact HELM on theorized mechanisms change (i.e., leadership, climate), educator-level factors citizenship), outcomes fidelity, initiative stability). One district 10 Washington participated. Five were randomized receive remaining five received alternative training as attention control. Teachers at every (n = 341) Positive Greetings Door that has been previously demonstrated reduce student behavior problems. Principals Assistant 18) or training. Three Administrators also participated part Strategy Development meetings. significantly slowed average decline (perseverant communication), three dimensions (recognition, rewards, existing supports) total climate, one dimension citizenship (keeping informed). No significant effects found regard shows promise buffering schools. positively influenced which hypothesized promoting successful An appropriately powered trial needed determine efficacy future.Name registry: clinicaltrials.govTrial registration number: NCT06340074Date registration: March 29, 2024. Retrospectively registeredURL registry record: https://clinicaltrials.gov/study/NCT06340074?intr=helm&rank=.

Language: Английский

Citations

0
Happy together: Multilevel associations between adolescents' and teachers' school-specific subjective wellbeing DOI
Yanchen Zhang,

Qiong Yu,

Tyler L. Renshaw

et al.

Journal of School Psychology, Journal Year: 2025, Volume and Issue: 109, P. 101428 - 101428

Published: Feb. 13, 2025

Language: Английский

Citations

0
Improving Delivery of Research-Supported Practices in Human Service Organizations: A Narrative Review of Organizational Dimensions in Dissemination and Implementation DOI Creative Commons
Sunggeun Park, Matthew Bakko, Rogério M. Pinto

et al.

Human Services Organizations Management Leadership & Governance, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 26, 2025

Language: Английский

Citations

0
Study protocol for testing the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy in elementary schools: a hybrid type 3 effectiveness-implementation randomized controlled trial DOI Creative Commons
Jill Locke, Nathaniel J. Williams, Aksheya Sridhar

et al.

Implementation Science, Journal Year: 2025, Volume and Issue: 20(1)

Published: April 24, 2025

Language: Английский

Citations

0
Testing an Organizational Implementation Process Model Related to Teachers’ Implementation-Related Attitudes and Behaviors: a Multilevel Mediation Analysis DOI
Catherine M. Corbin, Yanchen Zhang, Mark G. Ehrhart

et al.

Prevention Science, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 13, 2024

Language: Английский

Citations

3
“Allowing Space for Voice…All Our Voices”: Understanding Ho‘ouna Pono Implementation Through Educational Leadership Perspectives in Rural Hawai‘i Schools DOI Creative Commons
Kelsie H. Okamura, Tessa Palafu,

Katlyn J. An

et al.

School Mental Health, Journal Year: 2024, Volume and Issue: 16(3), P. 793 - 807

Published: April 24, 2024

Abstract Epidemiological research over the past two decades has highlighted substance use disparities that affect Native Hawaiian and Pacific Islander youth, lack of effective approaches to address such (Okamoto et al. in Asian American Journal Psychology 10(3):239–248, 2019). The Ho‘ouna Pono curriculum is a culturally grounded, teacher-implemented, video-enhanced prevention program demonstrated efficacy rural Hawaiʻi large-scale trial Despite its potential ameliorate health youth use, programs as have been poorly disseminated implemented across Hawaiʻi, raising question: Why are not used communities most need them? present study concept mapping understand previously identified implementation barriers develop strategies for Pono. Seven Department Education (HIDOE) educational leaders administrators sorted (e.g., “There HIDOE funding support curricula”), named concepts, rated barriers’ perceived impact difficulty. Multidimensional scaling cluster analysis yielded five-cluster solution: (1) Kumu (Hawaiian word teacher) Controlled, (2) School Level Buy-in, (3) Curriculum, (4) Student Attitudes + Mindsets (Family Community), (5) Policy. Participant ratings eight high-impact low-difficulty barriers. Discussion revealed important intersections among indicating coordinated cross-level sustainment. Brainstormed using participants’ own language participatory methods school settings bidirectionally share ways best sustain programs.

Language: Английский

Citations

2
Inter-organizational alignment and implementation outcomes in integrated mental healthcare for children and adolescents: a cross-sectional observational study DOI Creative Commons
Yanchen Zhang, Madeline Larson, Mark G. Ehrhart

et al.

Implementation Science, Journal Year: 2024, Volume and Issue: 19(1)

Published: May 27, 2024

Abstract Background Integrated care involves provided by a team of professionals, often in non-traditional settings. A common example worldwide is integrated school-based mental health (SBMH), which externally employed clinicians providing at schools. healthcare can improve the accessibility and efficiency evidence-based practices (EBPs) for vulnerable populations suffering from fragmented traditional care. However, integration complicate EBP implementation due to overlapping organizational contexts, diminishing public impact. Emerging literature suggests that may benefit similarities context factors between different organizations care, we termed inter-organizational alignment (IOA). This study quantitatively explored whether how IOA general are associated with outcomes SBMH. Methods SBMH community-based (CBOs; n clinician = 27) their proximal student-support school staff ( 99) rated schools CBOs (clinician only) regarding culture molar climate ) Implementation Climate Leadership ), nine (e.g., treatment integrity, service access, acceptability ). The levels were estimated intra-class correlations (ICCs). We fitted multilevel models estimate standalone effects on outcomes. also 2-way interaction CBO (i.e., between-setting interdependence) Results exceeded those factors. most larger than Similarly, showed Conclusions preliminarily supported importance findings shed light be differentially across broad array

Language: Английский

Citations

1
Inter-Organizational Alignment and Implementation Outcomes in Integrated Mental Healthcare for Children and Adolescents: A Cross-Sectional Observational Study DOI Creative Commons
Yanchen Zhang, Madeline Larson, Mark G. Ehrhart

et al.

Research Square (Research Square), Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 2, 2024

Abstract Background : Integrated care involves provided by a team of professionals, often in non-traditional settings. A common example worldwide is integrated school-based mental health (SBMH), which externally employed clinicians providing at schools. healthcare can improve the accessibility and efficiency evidence-based practices (EBPs) for vulnerable populations suffering from fragmented traditional care. However, integration complicate EBP implementation due to overlapping organizational contexts, diminishing public impact. Emerging literature suggests that may benefit similarities context factors between different organizations care, we termed inter-organizational alignment (IOA). This study quantitatively explored whether how IOAs general are associated with outcomes SBMH. Methods SBMH community-based (CBOs; n clinician =27) their proximal student-support school staff ( =99) rated schools CBOs (clinician only) regarding culture molar climate ) Implementation Climate Leadership ), nine (e.g., treatment integrity, service access, acceptability ). The levels IOA were estimated intra-class correlations (ICCs). We fitted multilevel models estimate standalone effects on outcomes. also 2-way interaction CBO (i.e., between-setting interdependence) Results exceeded those factors. most larger than Similarly, showed Conclusions preliminarily supported importance findings shed light be differentially across broad array

Language: Английский

Citations

0
Intervention Fidelity Conditionally Mediates the Association Between Educators' Beliefs and Student Outcomes in SWPBIS: A School-Level Moderated Mediation Analysis DOI Open Access
Yanchen Zhang, Lindsay M. Fallon, Madeline Larson

et al.

Published: Jan. 22, 2023

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student academic outcomes. But real-world implementation SWPBIS is often inadequate, which leads to lackluster Researchers have identified amendable implementer-level factors (e.g., educators' supportive beliefs about SWPBIS) promote successful delivery SWPBIS. However, it remains unknown how function at school level influence their behaviors. This study piloted a Supportive Belief Intervention (SBI; an strategy used before teacher training examined its mechanism change on In partnership with urban district, authors delivered SBI 81 teams serving diverse population. Baseline were assessed start year (AY; SBI). Posttest beliefs, intervention fidelity Tier 1 SWPBIS, rates reading proficiency suspension end AY (6 months after Conditional process analyses nonparametric bootstrapping (mediational 1st stage moderated mediational models) revealed that, level, (a) improved associated enhanced then better corollary outcomes (increased reduced rates); but (b) socioeconomic status size mediation effect. Implications research practices context discussed.

Language: Английский

Citations

0