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  1. Home
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  3. Handbook of Implementation Science for Psychology in Education
  • Cited by 56
Publisher:
Cambridge University Press
Online publication date:
November 2012
Print publication year:
2012
Online ISBN:
9781139013949
DOI:
https://doi.org/10.1017/CBO9781139013949
Collection:
Cambridge Handbooks of Psychology
Subjects:
Psychology, Educational Psychology
Information

Book description

Implementation science is the science of the effectiveness of research for real-world practitioners. This book is an indispensable, highly innovative and evidence-based resource aimed at utilizing research in psychology to improve all aspects of education, from individual teaching programs to organizational development. It addresses the widespread confusion and disappointment about the lack of effectiveness of real-world psychology and provides twenty-seven chapters offering proven policies, strategies and approaches for designing, supporting and improving interventions in schools. Collectively, the chapters go beyond the realm of psychology and education, tackling concerns about how to promote positive change in any context, covering topics from epistemology through statistics to examples of implementation approaches, frameworks and protocols. This book creates an immensely relevant body of information and evidence for any practitioner or organization facing the challenges of change. Essential reading for practitioners, policy makers, stakeholders and funders in psychology, education and beyond.

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Contents

Page 2 of 2

Contents
  • Chapter 19 - Key Features of Promoting Collaborative Dialogue in the Classroom
    pp 333-345
  • View abstract

    Summary

    This chapter provides an overview of positive behavior support (PBS) as an approach for addressing the challenging behaviors of children with autism. PBS is based largely on the principles and procedures of applied behavior analysis. The chapter begins by describing autism and PBS. It introduces a comprehensive, multilayered model for preventing and intervening with challenging behaviors. The chapter discusses five issues that are important for any consideration of prevention and intervention regarding challenging behaviors of young children with autism spectrum disorder (ASD). The guidelines and recommendations are based on collective experiences of the authors in implementing strategies designed to improve outcomes for children and their families. The five categories of implementation guidelines include: need to focus on family systems and family support; need for a collaborative approach and contextual fit; need for longitudinal perspective; issues concerning dosage, intensity, and engagement; and data-based decision making and accountability.
  • Chapter 20 - Practical Applications of a Fidelity-of-Implementation Framework
    pp 346-360
  • View abstract

    Summary

    This chapter describes an ecological approach to treatment called EcoFit that was inspired by research suggesting that the most successful integrative interventions are those which target multiple domains of children and families. In addition to describing the intervention model and its effectiveness in decreasing youth problem behavior, the chapter also discusses issues relevant to implementation in the school context. Students' disruptive behaviors at school can cause serious problems for teachers, parents, and society. The EcoFIT model was designed for implementation in schools and comprises specific components that facilitate parent involvement and family-school connectedness. The chapter talks about the components of EcoFIT that include the family resource center (FRC), the family checkup (FCU), and a structured menu of intervention options. Successful adoption and implementation of the EcoFIT model within schools involves several requisite components, such as school resources and infrastructure, proper training and implementation manuals, and program fidelity checks.
  • Chapter 21 - Increasing Student Voice in School Reform
    pp 361-372
  • Building Partnerships, Improving Outcomes
  • View abstract

    Summary

    This chapter explores issues in implementation of reading interventions faced by the next generation of researchers and practitioners. It forms part of a major text on implementation science. The chapter analyzes recent work on 'implementation quality' of research undertaken in classrooms exemplification with reference to recent research on the use of literacy technology. It talks about issues concerning the scalability and sustainability of implementations. There is every likelihood that major changes to educational practice and indeed to the whole organisation of school boards might be associated with effective change in intervention research. The chapter uses current research on the ABRACADABRA (ABRA) reading program to highlight some general themes about implementation science. The first is that emerging evidence-based approaches need to bridge the gap between efficacy studies and effectiveness studies. A second theme is that one needs to explore action in the classroom to understand implementation.
  • Chapter 22 - Coaching for Instructional Improvement
    pp 373-391
  • Conditions and Strategies that Matter
  • View abstract

    Summary

    English learners face challenges that are compounded by the fact that they enter schools at every grade level and at various times during the academic year with varying levels of language and literacy proficiency in both their native language and English. This chapter describes four randomized, controlled trials (RCTs) including long-term follow-ups designed to evaluate the efficacy of an English and Spanish supplemental intervention for bilingual (Spanish/English) first graders with reading difficulties. It presents an overview of the English and then Spanish interventions. This is followed by a summary of four studies, which were implemented in successive years in Houston, Austin, and Brownsville. Students were randomly assigned to treatment or comparison conditions. At the end of first grade, all four experimental studies reported improved outcomes for intervention students on phonological awareness, word-reading fluency, reading comprehension, and spelling, and these findings were maintained through fourth grade for treatment students.
  • Chapter 23 - The Use of Evidence-Based Programs and Quality Child Care
    pp 392-402
  • View abstract

    Summary

    This chapter describes two related prevention interventions aimed at middle school youth that focus on an important developmental context: out-of-school or leisure time. It discusses the importance of leisure to academic success and healthy adolescent development. The chapter also defines leisure education, and describes two school-based leisure education programs. Leisure is considered to be one of the more 'free' contexts in a person's life and contains a number of health-promoting characteristics. There are two major ways leisure can contribute to educational attainment: by influencing academic achievement at school and through informal learning that occurs outside the traditional classroom. It is important to pursue cultural issues regarding leisure and leisure education for different groups. The chapter discusses the issue of implementation fidelity related to leisure education programs. It highlights that any school-based program that is out of the ordinary should be given careful attention with regard to support of teachers.
  • Chapter 25 - Measuring Child Well-Being in Schools
    pp 423-442
  • How Robust Outcome Data May Inform the Selection, Design, and Implementation of Evidence-Based Programmes
  • View abstract

    Summary

    Co-operative learning is widely accepted as a pedagogical practice that can be employed in classrooms to stimulate students' interest in learning through collaborative interaction with their peers. When children work co-operatively, they learn to listen to what others have to say, give and receive help and discuss different ideas, and in so doing, they learn to develop mutual understandings of the topic at hand. However, whilst co-operative learning provides opportunities for students to dialogue, concern has been expressed about the quality of the discourse that often emerges if students are left to engage in discussions without training in how to interact with others. This chapter discusses the teacher's role in promoting effective small-group discourse. It presents two studies of teachers' discourse during co-operative and small-group learning. These studies provide unique insights into how teachers can use language to promote collaborative dialogue in the classroom during co-operative learning.
  • Chapter 26 - The Common Language Service-Development Method
    pp 443-458
  • From Strategy Development to Implementation of Evidence-Based Practice
  • View abstract

    Summary

    Fidelity-of-implementation (FOI) measures are a necessary part of rigorous efficacy and effectiveness studies. This chapter discusses tools for measuring implementation that provide data that specifically describe how teachers are using programs. It demystifies the notion of FOI by demonstrating its use for practitioners who have both large- and small-scale questions to answer. FOI begins with articulating the program model so that users know what is or is not being enacted and in what ways it is being enacted. The chapter further talks about the FOI framework, and FOI instruments and use scenarios. The level-one schools were the sites of the most intensive data-collection efforts. The level-two scenario focused on using the instruments that required teachers to spend minimal time outside the regular working day to participate in data collection. Five use cases presented here illustrate the FOI and provide potential ideas on the process of using the FOI instruments.
  • Chapter 27 - Key Themes and Future Directions for Implementation Science and Psychology in Education
    pp 461-464
  • View abstract

    Summary

    This chapter reviews the rationale for implementing coaching as a key form of teacher professional development. It describes the impact of collaborative coaching and learning (CCL) on teaching and learning in Boston Public Schools (BPS) and considers the factors that affected whether and how the model was implemented in those settings. As Boston's schools worked to implement CCL, the factors that influenced their success include principal leadership, coach knowledge and skill, teachers' attitudes, knowledge, and skill. The factors also include the social context/climate of the school, school organization and size, and district support. The chapter elaborates these factors and discusses the ways in which adaptations to the CCL model, made in response to these factors, influenced the fidelity and quality of CCL implementation. Coaching, organized as CCL, holds out the promise of achieving this goal by fundamentally reforming teaching as a culture as well as a skilled practice.

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