Do Predictors of the Implementation Quality of School-Based Prevention Programs Differ by Program Type?

Do Predictors of the Implementation Quality of School-Based Prevention Programs Differ by Program... Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clear, researchers have identified factors that appear to be related to implementation quality, including local program selection and training, integration into school operations, organizational capacity, principal support, and program standardization; however, it is unknown whether the impact of these factors differs by program type. Data from a nationally representative sample of 544 schools are used to create structural equation models representing hypothesized relationships among school and program factors and implementation quality, controlling for exogenous community factors. The relative importance of these factors for individual-level programs, such as behavior modification and counseling programs, versus environmental-level programs, such as improvements to classroom management or school planning and climate change programs, is the focus of this study. Implications for the implementation of school-based prevention program are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Prevention Science Springer Journals

Do Predictors of the Implementation Quality of School-Based Prevention Programs Differ by Program Type?

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Publisher
Springer US
Copyright
Copyright © 2008 by Society for Prevention Research
Subject
Medicine & Public Health; Public Health; Health Psychology; Child and School Psychology
ISSN
1389-4986
eISSN
1573-6695
D.O.I.
10.1007/s11121-008-0117-6
Publisher site
See Article on Publisher Site

Abstract

Research has indicated that the effectiveness of school-based prevention programs is affected by the implementation quality of these programs. As the importance of implementation has become clear, researchers have identified factors that appear to be related to implementation quality, including local program selection and training, integration into school operations, organizational capacity, principal support, and program standardization; however, it is unknown whether the impact of these factors differs by program type. Data from a nationally representative sample of 544 schools are used to create structural equation models representing hypothesized relationships among school and program factors and implementation quality, controlling for exogenous community factors. The relative importance of these factors for individual-level programs, such as behavior modification and counseling programs, versus environmental-level programs, such as improvements to classroom management or school planning and climate change programs, is the focus of this study. Implications for the implementation of school-based prevention program are discussed.

Journal

Prevention ScienceSpringer Journals

Published: Dec 20, 2008

References

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