Articles, Books and Reports

Dean Fixsen, Sandra Naoom, Karen Blase, Frances Wallace
Recently, the authors completed a comprehensive review of the implementation evaluation literature and produced a synthesis of that literature, providing new ways to view the methods needed to make better use of science in human service settings. In this article, we summarize our findings and highlight some effective implementation practices found in our review (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Blase & Fixsen, 2003; Blase, Fixsen, Naoom & Wallace, 2005). The goal is to help readers make better use of knowledge about implementation science to enable them to use the products of research more rapidly and more effectively to benefit children, families, and communities.
Dean Fixsen, Karen Blase
There is a great deal of discussion about the need to revitalize the nation's infrastructure. New roads, bridges, schools, and public buildings need to be built using the latest in green technology. Current infrastructure needs to be repaired and retrofitted. This brief makes the case that our human services infrastructure for effective implementation requires a similar investment so that effective programs and practices can be widely adopted and used to produce socially significant outcomes. In the United States, the federal government spends over $95 billion a year to fund research to help create new interventions and over $1.6 trillion a year to support services to citizens (Clancy, 2006). However, research results are not being used with sufficient quantity and quality to impact human services and have not provided the intended benefits to consumers and communities. For example, the Institute of Medicine (2001) found that human services typically are inconsistent, often ineffective, and sometimes harmful to consumers. These conclusions were echoed in reviews by the Surgeon General (U.S. Department of Health and Human Services, 1999; 2001) and the President's New Freedom Commission on Mental Health (2003). The failure to utilize research rests in large part on a faulty or non-existent implementation infrastructure. Current implementation attempts are not making use of the best implementation science related to practice, service, and system change. There are too many weak bridges to nowhere and too much hopeful, but faulty, thinking about how science will move to service.
Dean Fixsen, Karen Blase, Michelle Duda, J. Brown
Dean Fixsen
This policy brief focuses on the development of an implementation infrastructure that encourages teachers to use education innovations and evidence-based practices in their daily interactions with students. This particular policy brief would be most useful to program administrators looking for an implementation model on integrating best practices into their adult literacy programs.
Frances Wallace, Karen Blase, Dean Fixsen, Sandra Naoom
Making effective use of the findings of research has long been a problem for school leaders. Research has demonstrated the effectiveness of a number of programs, approaches, and techniques, but the gap between what we know and what we are able to implement is a persistent difficulty in the schools. However, the practice and science of implementation has emerged to more reliably and effectively bridge this gap. This book provides a guide to the conceptual and practical knowledge principals, superintendents, and other school leaders need to implement evidence-based educational innovations.
Rosalyn Bertram, Karen Blase, Dean Fixsen
This article presents recent refinements to implementation constructs and frameworks. It updates and clarifies the frequently cited study conducted by the National Implementation Research Network that introduced these frameworks for application in diverse endeavors. As such, it may serve as a historical marker in the rapidly developing science and language of implementation. Within this presentation, two studies alternate as examples of how these frameworks can be used as a practical guide for more effective implementation of human service programs.
Dean Fixsen, Karen Blase, Rob Horner, George Sugai
The purpose of the brief is to define Intensive Technical Assistance (ITA) and briefly illustrate its use in education. The U.S. Department of Education Office of Special Education Programs defines Intensive TA as: Technical assistance services that require a stable, on-going negotiated relationship between the TA Center staff and the TA recipient, and should include a purposeful, planned series of activities designed to reach an outcome that is valued by the host organization. Intensive TA typically results in changes to policy, program, practice, or operations that support increased recipient capacity and/or improved outcomes at one or more systems levels. Iterative evaluation and feedback strategies are a requisite of Intensive/Sustained TA. Using the federal definition as a foundation, "Intensive TA" means TA done with a sharp focus on purpose and outcomes as well as considerable depth, breadth, coherence, and energy in relation to schieving those outcomes.
Melanie Barwick, Katherine Boydell, Elaine Stasiulis, H. Ferguson, Karen Blase, Dean Fixsen
This project represents Children's Mental Health Ontario's (CMHO) commitment to investigate the most effective means to transfer knowledge and implement evidence-based treatments and practices (EBTs/EBPs) in Ontario's children's mental health sector. The aim of the project is consistent with CMHO's vision to advocate for the well-being of children and families, to promote an environment that leads to mental health and well-being, and to promote quality in service delivery and effective programs and services for Ontario's children and families.
Dean Fixsen, Karen Blase, Barbara Sims, Caryn Ward
The uniqueness of education units from states to classrooms presents a challenge for implementation-informed approaches to using effective innovations to produce marked improvements in student outcomes. Education is an interaction-based profession. Education systems produce important outcomes that are the product of teachers interacting with students in education settings. If the adults don't teach, the children don't learn at an acceptable rate.
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