Handbook of Implementation Science for Psychology in Educationassets.cambridge.org/97805211/97250/frontmatter/... · Handbook of Implementation Science for Psychology in Education

Handbook of Implementation Science for Psychology in Education

Implementation science is the science of making programs and interventions effective in real-world contexts. This book is an indispensable, highly innovative, and evidence-based resource aimed at using implementation research findings 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 27 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 and 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 orga-nization facing the challenges of change. It is essential reading for practitioners, policymakers, stakeholders, and funders in psychology, education, and beyond.

Barbara Kelly, Ph.D., is a graduate of Edinburgh, Glasgow, and Strathclyde Universities. She is currently Deputy Director (Research) of Post Graduate Professional Training in Educational Psychology, School of Psychological Sciences and Health, at the University of Strathclyde, Glasgow. She is also a Senior Educational Psychologist for Glasgow City Psychological Service. A former research fellow in the Departments of Education, Sociology, and Social Work at Glasgow University, her work has focused on the effectiveness of interventions and services designed to address children’s needs. She has conducted research across a range of contexts, including innovative preschool education and interventions for child victims of sexual abuse. She has also carried out research for the Scottish government on interventions affecting juvenile offenders and on secure provision for juveniles. As both a practitioner and an academic, Barbara Kelly offers a unique perspective in exploring and developing innova-tive frameworks linking theory and epistemology to evidence and practice.

Daniel F. Perkins received his PhD from Michigan State University. He is currently Professor of Family and Youth Resiliency and Policy at Penn State University. His research interests include adolescent and family development; assets, risk, and protective factors; collabora-tion and community development; contextual influences on development; evaluation of prevention and intervention programs; civic engagement in youth; prevention science; risk behaviors and resiliency; theories of adolescence; and youth development. Professor Perkins is currently involved in two major prevention projects. The first involves assessing the effec-tiveness of a model for the diffusion of empirically validated prevention programs for ado-lescent substance abuse and mental health. The project is under way in 14 communities in Iowa and Pennsylvania. The second study focuses on strategies for strengthening the ability of after-school programs to promote citizenship, skills, and positive youth behavior in order to prevent delinquency and substance abuse.

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Cambridge University Press978-0-521-19725-0 - Handbook of Implementation Science for Psychology in EducationEdited by Barbara Kelly and Daniel F. PerkinsFrontmatterMore information

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Handbook of Implementation Science

for Psychology in Education

Edited by

BarBara KellyUniversity of Strathclyde

Daniel F. PerKinsThe Pennsylvania State University

d






cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City

Cambridge University Press32 Avenue of the Americas, New York, ny 10013-2473, usa

www.cambridge.orgInformation on this title: www.cambridge.org/9780521197250

© Cambridge University Press 2012

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.

First published 2012

Printed in the United States of America

A catalog record for this publication is available from the British Library.

Library of Congress Cataloging in Publication dataHandbook of implementation science for psychology in education / [edited by] Barbara Kelly, Daniel F. Perkins.

pages cmIncludes bibliographical references and index.isbn 978-0-521-19725-0 (hardback)1. Educational psychology. 2. School psychology. I. Kelly, Barbara. II. Perkins, Daniel F.lb1051.h2355 2012370.15–dc23 2012015674

isbn 978-0-521-19725-0 Hardback

Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party Internet Web sites referred to in this publication and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate.






To Richard, Adam, and Sarah – as always.

With very many thanks to Professor James Boyle for his invaluable input and to trainees and colleagues at Strathclyde University and Glasgow Psychological

Service for their reflections and encouragement.











vii

Contributors page xiForeword by Robert E. Slavin xv

p a r t i . w h a t i s i m p l e m e n t a t i o n s c i e n c e ?

1. Implementation Science for Psychology in Education 3Barbara Kelly

2. Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology 13Karen A. Blase, Melissa Van Dyke, Dean L. Fixsen, and Frances Wallace Bailey

p a r t i i . s t a t i s t i c a l p r o b l e m s , a p p r o a c h e s , a n d s o l u t i o n s i n r e a l - w o r l d c o n t e x t s

3. Developing Rigorous Programme Evaluation 37Tracey Bywater

4. Understanding the Nature of Experiments in Real-World Educational Contexts 54James Boyle

5. Meta-Analysis of Implementation Practice Research 68Carl J. Dunst and Carol M. Trivette

6. Using Evidence to Inform Practice in Science Teaching: The Promise, the Practice, and the Potential 92Judith Bennett

Contents






viii contents

p a r t i i i . p r e p a r i n g f o r e f f e c t i v e i m p l e m e n t a t i o n : f r a m e w o r k s a n d a p p r o a c h e s

7. Implementation Science and Enhancing Delivery and Practice in School Psychology Services: Some Lessons from the Scottish Context 111Barbara Kelly

8. The Role of Executive Problem-Solving Frameworks in Preparing for Effective Change in Educational Contexts 132Jeremy J. Monsen and Lisa Marks Woolfson

9. Researching Readiness for Implementation of Evidence-Based Practice: A Comprehensive Review of the Evidence-Based Practice Attitude Scale (EBPAS) 150Gregory A. Aarons, Amy E. Green, and Elizabeth Miller

10. Change-Focused Organizational Consultation in School Settings 165Robert J. Illback

11. Implementation of Interventions to Promote School Readiness 184Janet A. Welsh

p a r t i v . s u c c e s s f u l i m p l e m e n t a t i o n o f s p e c i f i c p r o g r a m m e s a n d i n t e r v e n t i o n s : s o c i a l , e m o t i o n a l , a n d b e h a v i o u r a l c h a n g e ; l i t e r a c y d e v e l o p m e n t ; a n d l e i s u r e e d u c a t i o n

12. Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions 207Celene E. Domitrovich, Julia E. Moore, and Mark T. Greenberg

13. Framework for Improving the Impact of School-Based Social Competence Programs 230Keith J. Topping

14. Positive Behavior Support and Young People with Autism: Strategies of Prevention and Intervention 247Glen Dunlap, Phillip Strain, and Lise Fox

15. Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems 264Elizabeth A. Stormshack, Kathryn Margolis, Cindy Huang, and Thomas J. Dishion

16. Evidence-Based Reading Interventions: Implementation Issues for the Twenty-First Century 277Robert Savage

17. Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties 298Colleen K. Reutebuch and Sharon Vaughn

18. Implementing Evidence-Based Leisure Education Programmes during School 313Linda L. Caldwell






ixcontents

p a r t v . i m p r o v i n g t h e i m p l e m e n t a t i o n o f e v i d e n c e - b a s e d p r o g r a m m e s a n d i n t e r v e n t i o n s v i a s t a f f s k i l l s , o r g a n i s a t i o n a l a p p r o a c h e s , a n d p o l i c y d e v e l o p m e n t

19. Key Features of Promoting Collaborative Dialogue in the Classroom 333Robyn M. Gillies

20. Practical Applications of a Fidelity-of-Implementation Framework 346Mollie Rudnick, Cassie Freeman, and Jeanne Century

21. Increasing Student Voice in School Reform: Building Partnerships, Improving Outcomes 361Dana T. Mitra

22. Coaching for Instructional Improvement: Conditions and Strategies that Matter 373Barbara Neufeld and Morgaen Donaldson

23. The Use of Evidence-Based Programs and Quality Child Care 392Anne Michelle Daniels

24. Action Research: Reshaping Practice Through Assessment and Critical Reflection 403Violet H. Harada and Joyce Yukawa

25. Measuring Child Well-Being in Schools: How Robust Outcome Data May Inform the Selection, Design, and Implementation of Evidence-Based Programmes 423Tim Hobbs and Tamsin Ford

26. The Common Language Service-Development Method: From Strategy Development to Implementation of Evidence-Based Practice 443Nick Axford and Louise Morpeth

p a r t v i . s i g n p o s t s t o w a r d e f f e c t i v e n e s s

27. Key Themes and Future Directions for Implementation Science and Psychology in Education 461Barbara Kelly

Index 465











xi

gregory a. aarons, Professor of Psychiatry, University of California, San Diego.

dr. nick axford, Senior Researcher, Social Research Unit, Social Research Centre, Dartington, United Kingdom.

frances Wallace bailey, MPH, Senior Management Consultant, Frank Porter Graham Child Development Institute, National Implementation Research Network, Chapel Hill, North Carolina.

professor Judith bennett, Department of Education, University of York, United Kingdom.

dr. karen a. blase, Senior Scientist, Frank Porter Graham Child Development Institute, National Implementation Research Network, Chapel Hill, North Carolina.

professor James boyle, Director, Professional Training in Educational Psychology, School of Psychological Sciences and Health, University of Strathclyde, Glasgow, Scotland.

dr. tracey byWater, Reader in Enhancing Parental Input in Supporting Children`s Success, Institute for Effective Education, University of York, and Director of Graduate Studies and Honorary Research Fellow, Bangor University, Wales.

linda l. caldWell, Distinguished Professor, Recreation, Park and Tourism Management and Human Development and Family Studies, and Director, College of Health and Human Development Global Leadership Initiative, Penn State University.

Jeanne century, Director of Science Education, Director of Research and Evaluation, Center for Elementary Mathematics and Science Education, The University of Chicago.

anne michelle daniels, Associate Professor, Family Life Parenting and Child Care, Specialist, Department of Counseling and Human Development, College of Education and Human Sciences, University of South Dakota.

Contributors






contributorsxii

thomas J. dishion, Professor, School of Psychology, University of Oregon, and Founder and Co-Director, Child and Family Center, University of Oregon, Eugene.

celene e. domitrovich, Ph.D., Assistant Director, Penn State Prevention Research Center, Penn State University.

morgaen donaldson, Principal Researcher, Education Matters, Inc., Cambridge, Massachusetts.

glen dunlap, Ph.D., Professor of Research, University of South Florida and University of Nevada, Reno.

dr. carl J. dunst, Orelena Hawks Puckett Institute, Asheville, North Carolina.

dr. melissa van dyke, LCSW, Investiga-tor, Frank Porter Graham Child Develop-ment Institute, National Implementation Research Network, Chapel Hill, North Carolina.

dr. dean l. fixsen, Director, Frank Porter Graham Child Development Institute, National Implementation Research Network, Chapel Hill, North Carolina.

dr. tamsin ford, Clinical Senior Lecturer in Child and Adolescent Psychiatry at Peninsula College of Medicine and Dentristry, Exeter, United Kingdom.

professor lise fox, Department of Child and Family Studies and Director of the Florida Center for Inclusive Communities, University of South Florida Center for Excellence in Developmental Disabilities, University of South Florida.

cassie freeman, Researcher, Center for Elementary Mathematics and Science Education, The University of Chicago.

professor robyn m. gillies, School of Education, University of Queensland, Brisbane, Australia.

dr. amy e. green, Post Doctoral Scholar, Department of Psychiatry, University of California, San Diego.

mark t. greenberg, Ph.D., Bennett Chair of Prevention Research, Director, Prevention Research Center, Penn State University.

professor violet h. harada, Department of Information and Computer Sciences, Library and Information Science Program, University of Hawaii.

tim hobbs, Ph.D., Researcher, Social Research Unit, Dartington, United Kingdom.

cindy huang, Doctoral Student, Child and Family Center, University of Oregon, Eugene.

robert J. illback, CEO, REACH of Louisville, Inc., Louisville, Kentucky, and Deputy CEO, Headstrong, The National Centre for Youth Mental Health, Dublin, Ireland.

dr. barbara kelly, Deputy Director, Postgraduate Professional Training in Educational Psychology, School of Psycho-logical Sciences and Health, University of Strathclyde, Glasgow, Scotland.

kathryn margolis, Doctoral Student, Child and Family Center, University of Oregon, Eugene.

dr. elizabeth miller, Post Doctoral Scholar, Department of Psychiatry, University of California, San Diego.

dana t. mitra, Associate Professor of Education, Education Theory and Policy, Penn State University.

Jeremy J. monsen, Executive Principal Psychologist, East London Consortium of Educational Psychologists, London Boroughs of Barking and Dagenham, Newham and Waltham Forest, United Kingdom.






contributors xiii

Julia e. moore, Ph.D., Researcher, Penn State Prevention Research Center, Penn State University.

louise morpeth, Co-Director, Social Research Unit, Dartington, United Kingdom.

barbara neufeld, President and Founder of Education Matters, Inc., Cambridge, Massachusetts.

colleen k. reutebuch, Ph.D., Director, The Reading Institute, The Meadows Center for Preventing Educational Risk, College of Education, The University of Texas at Austin.

mollie rudnick, Researcher, Center for Elementary Mathematics and Science Education, The University of Chicago.

robert savage, Professor, Department of Educational and Counselling Psychology, McGill University, Montreal, Canada.

robert e. slavin, Professor, Institute of Effective Education, University of York, United Kingdom and Director of the Center for Research and Reform in Education, John Hopkins University, Baltimore, United States.

elizabeth a. stormshack, Professor, Associate Vice President for Research, College of Education, and Director, Child and Family Centre, University of Oregon, Eugene.

professor phillip strain, Educational Psychology and Early Childhood, Director of PELE Center, School of Education and Human Development, University of Colorado, Denver.

professor keith J. topping, Education and Social Research, School of Education, University of Dundee, Scotland.

dr. carol m. trivette, Orelena Hawks Puckett Institute, Morganton, North Carolina.

sharon vaughn, H.E. Hartfelder/Southland Corporation Regents Chair, Executive Director, The Meadows Center for Preventing Educational Risk, College of Education, The University of Texas at Austin.

Janet a. Welsh, Ph.D., Assistant Research Professor, Prevention Research Center for the Promotion of Human Development, Penn State University.

professor lisa marks Woolfson, Head, School of Psychological Sciences and Health, University of Strathclyde, Glasgow, Scotland.

Joyce yukaWa, Assistant Professor, Communication and Information Sciences Ph.D. Program, Department of Information and Computer Sciences, Library and Information Science Program, University of Hawaii.











xv

Throughout the world, enlightened nations spend substantial amounts to improve the lives of children and vulnerable adults. Yet, until recently, government-sponsored pro-grams were created, widely disseminated, or discontinued with little regard to their demonstrated effectivene ss. Instead, pro-grams have been enthusiastically instituted based on political or social factors. Then tastes or politics change, and programs are terminated in a pendulum of boom-to-bust change that fails to advance practice or research itself.

In recent years, this dynamic is begin-ning to change. In areas from education, to social services, to delinquency prevention, promising solutions to persistent prob-lems are increasingly being put to the test, often in large-scale randomized, or quasi- experimental evaluations. These are not the small, brief, often artificial experiments of the past but sophisticated evaluations of realistic alternatives in practical settings on a scale that matters. As a result of these

experiments, we are learning not only about “what works” but also about why various programs do or do not work, for whom and under what conditions they work, what is needed to scale up proven programs, and what policy supports are needed to scale them up without losing their effectiveness.

This book represents the current state of the art in this emerging implementation science. Investigators from many disciplines and several countries share their perspec-tives and findings on implementations and outcomes of a diverse set of interventions. This book could not have been written as recently as five years ago, so rapidly is this field developing.

The application of rigorous scientific methods to evaluate social programs has great potential to advance society. This vol-ume makes an important contribution in assembling cutting-edge research and meth-ods in one place to represent the potential and accomplishments of implementation science.

Foreword

Robert E. Slavin






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Handbook of Implementation Science for Psychology in Educationassets.cambridge.org/97805211/97250/frontmatter/... · Handbook of Implementation Science for Psychology in Education