Articles, Books and Reports

Dean Fixsen, Sandra Naoom, Karen Blase, Robert Friedman, Frances Wallace
Allison Metz, Leah Bartley, Heather Ball, Dawn Wilson, Sandra Naoom, Phil Redmond
Traditional approaches to disseminating research-based programs and innovations for children and families, which rely on practitioners and policy makers to make sense of research on their own, have been found insufficient. There is growing interest in strategies that “make it happen” by actively building the capacity of service providers to implement innovations with high fidelity and good effect. This article provides an overview of the Active Implementation Frameworks (AIFs), a science-based implementation framework, and describes a case study in child welfare, where the AIF was used to facilitate the implementation of research-based and research-informed practices to improve the well-being of children exiting out of home placement to permanency. In this article, we provide descriptive data that suggest AIF is a promising framework for promoting high-fidelity implementation of both research-based models and innovations through the development of active implementation teams.
Allison Metz, Sandra Naoom, Tamara Halle, Leah Bartley
This research brief is the first in a series which seeks to provide early childhood researchers, program developers, and funders with an introduction to implementation frameworks and promising practices in implementation science with the aim of facilitating their use in early care and education. This brief introduces key elements of effective implementation within an integrated, stage-based framework. This framework posits that 1) implementation happens in four discernible stages; and 2) three common “threads” or core elements exist across each of these stages. The brief defines these three common elements, demonstrates their basis in previous syntheses of the implementation science literature, and describes the way these elements function at each stage of implementation. This brief includes illustrative examples of how this integrative, stage-based framework can be used by early childhood program developers, researchers, and policymakers. An appendix shares a planning tool that captures key activities and questions that arise at each stage for each of the three core implementation elements.
Dean Fixsen, Bianca Albers, Hans Mansson
Dean Fixsen, Karen Blase, Sandra Naoom, Frances Wallace
The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article. Two frameworks related to implementation stages and core implementation components are described and presented as critical links in the science to service chain. It is posited that careful attention to these frameworks can more rapidly advance research and practice in this complex and fascinating area.
Karen Blase, Dean Fixsen
This brief is part of a series that explores key implementation considerations important to consider when replicating evidence-based programs for children and youth. It focuses on the importance of identifying, operationalizing, and implementing the “core components” of evidence-based and evidence-informed interventions that likely are critical to producing positive outcomes. The brief offers a definition of “core components,” discusses challenges and processes related to identifying and validating them, highlights rationales for the importance of operationalizing core components, and explores implications for selecting, funding, implementing, scaling up, and evaluating programs. This is one of four research briefs prepared under the auspices of an ASPE contract entitled Emphasizing Evidence-Based Programs for Children and Youth: An Examination of Policy Issues and Practice Dilemmas Across Federal Initiatives.
Karen Blase, Dean Fixsen
This brief focuses on the importance of identifying, operationalizing, and implementing the “core components” of evidence-based and evidence-informed interventions that likely are critical to producing positive outcomes.
Amanda Fixsen
The purpose of this annotated bibliography is to review a selection of articles that use the term 'scaling up' and present a taxonomy of scale up, outline a process for scaling up, or incorporate a discussion of complexity. Complexity or complexity theory offers innovative and useful ways of thinking about scaling up in organizations and systems. Some complexity concepts to consider include non-linearity, self-organized criticality, and adaptive cycles (Anderson, 1995).
Iheoma Iruka, Mary Mount-Cors, Samuel Odom, Sandra Naoom, Melissa Van Dyke
C. Russell, Caryn Ward, A. Harms, K. St. Martin, Dale Cusamano, R. Levy, C. LeVesseur
Kathleen Ryan-Jackson, Erin Chaparro
Allison Metz, Tamara Halle, Rachel Anderson, Alison Chrisler, Laura Rothenberg
Karen Blase, Melissa Van Dyke, Dean Fixsen
Karen Blase, Dean Fixsen
This report summarizes the key discussion points and outcomes from a meeting of 25 experts in the area of children's mental health and cultural competency, convened by the National Implementation Research Network March 2003, in Tampa Florida. During the course of the two-day meeting, diverse perspectives were solicited on the role of cultural competency in implementation of evidence-based programs. This working paper summarizes the resulting commentary on implementation phases of evidence-based programs, including the exploration stage, site selection process, installation stage, initial and advanced implementation stages, and the sustainability stage. The document concludes with Initial work on a Consensus Statement on Evidence-based Programs and Cultural Competence. This two-day meeting, was facilitated by Dean Fixsen and Karen Blase, NIRN Co-Directors.
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