Articles, Books and Reports

Stephanie Bryson, Becci Akin, Karen Blase, Tom McDonald, Sheila Walker
A growing implementation literature outlines broad evidence-based practice implementation principles and pitfalls. Less robust is knowledge about the real-world process by which a state or agency chooses an evidence-based practice to implement and evaluate. Using a major U.S. initiative to reduce long-term foster care as the case, this article describes three major aspects of the evidence-based practice selection process: defining a target population, selecting an evidence-based practice model and purveyor, and tailoring the model to the practice context. Use of implementation science guidelines and lessons learned from a unique private-public-university partnership are discussed.
Susan Michie, Dean Fixsen, Jeremy Grimshaw, Martin Eccles
Complex behaviour change interventions are not well described; when they are described, the terminology used is inconsistent. This constrains scientific replication, and limits the subsequent introduction of successful interventions. Implementation Science is introducing a policy of initially encouraging and subsequently requiring the scientific reporting of complex behaviour change interventions.
Dean Fixsen, Karen Blase, Allison Metz, Melissa Van Dyke
Evidence-based programs will be useful to the extent they produce benefits to individuals on a socially significant scale. It appears the combination of effective programs and effective implementation methods is required to assure consistent uses of programs and reliable benefits to children and families. To date, focus has been placed primarily on generating evidence and determining degrees of rigor required to qualify practices and programs as “evidence-based.” To be useful to society, the focus needs to shift to defining “programs” and to developing state-level infrastructures for statewide implementation of evidence-based programs and other innovations in human services. In this article, the authors explicate a framework for accomplishing these goals and discuss examples of the framework in use.
Allison Metz, Leah Bartley, Melanie Maltry
An Implementation Science and Service-Provider Informed Blueprint for Integration of Evidence-Based/Evidence-Informed Practices into New Jersey's Child Welfare System
Dean Fixsen, Karen Blase, Michelle Duda, Sandra Naoom
Melissa Van Dyke, Sandra Naoom
Since evidence-based and evidence-informed programs and practices began to emerge in the early childhood field, the Down East Partnership for Children (DEPC) of Nash and Edgecombe Counties, a non-profit organization located in Rocky Mount, North Carolina, has upheld that they must be implemented as part of the continuum of services that makes up the early childhood system. System supports, such as program coordination, evaluation, community leadership development, and community outreach, are part of the underlying foundation of that system that enables a community to effectively evaluate and implement effective, evidence-based strategies. As more and more funders move toward funding evidence-based programs, it is critical that the role played by system supports, such as program coordination, evaluation, community leadership development, and community outreach in implementing evidence-informed and evidence-based programs be integrated into funding priorities and decisions.
Dean Fixsen, Karen Blase
This article describes the brief history of attention to children with special needs and provides a summary of the future of the field, based in large part on the articles published in the current special issue of this journal (Vol. 29, No. 1).
Karen Blase
This document is part of the Roadmap to Effective Intervention Practices series of syntheses, intended to provide summaries of existing evidence related to assessment and intervention for social-emotional challenges of young children. The purpose of syntheses is to offer consumers (professionals, other practitioners, administrators, families, etc.) practical information in a useful, concise format and to provide references to more complete descriptions of validated assessment and intervention practices. The syntheses are produced and disseminated by the Office of Special Education Programs (OSEP) Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI).
B. Rushovich, Leah Bartley, R. Steward, C. Bright
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