A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools

Abstract

The translation of evidence-based practices (EBPs) to improve students' social, emotional, behavioral, and academic outcomes into authentic school settings has posed significant challenges for both researchers and practitioners. Among the many barriers to the adoption and use of EBPs are their associated costs. This study presents a framework for integrating the diffusion of innovation theory into an economic evaluation utilizing a societal perspective, which affords the capturing of costs of all phases from adoption through implementation of EBPs for all stakeholders. We leverage cost data from one evidence-based math intervention to serve as a model for incorporating diffusion of innovation theory into cost estimation. We exemplify how costs are distributed across personnel and organizational structures over time and across different stages of diffusion. Results suggest that the distribution of costs changes across stages of the innovation decision-making process, and lack of attention to the pre-adoption costs may partly explain challenges in EBP adoption in schools. Implications for the translation of social, emotional, behavioral, and academic interventions in schools and suggestions for future research are discussed.

What interventions are cost-effective? A systematic review of cost-effectiveness analyses of school-based programs from 2000 to 2020.

“…Further, it is important to consider how the BAU context influences the estimation of costs and effects, and implications for transferability of the effects to other contexts. Research has described challenges delineating between training, coaching, and implementation for a specific EBP and the opportunity costs needed to foster the necessary conditions for implementation (e.g., buy-in; Barrett, Pas, & Lindstrom-Johnson, 2020). For example, some teachers may need general coaching on classroom management skills to implement the selected EBP with fidelity, and it was unclear the extent to which these activities were included as resources in the identified studies.…”

“…In terms of costs, EBP adoption and implementation is a process that occurs over time. Costs may be incurred prior to the adoption (e.g., developing consensus among stakeholders), after adoption but before implementation (e.g., professional development), during implementation (e.g., dosage, coaching, monitoring), and after adoption (e.g., sustainability; Barrett, Pas, & Lindstrom-Johnson, 2020). Some programs have definitive start and end points (e.g., a manualized intervention delivered over 6 weeks), whereas some practices may be implemented indefinitely with empirical studies defining start and end points that may not reflect authentic, on-going implementation in schools (e.g., classroom management strategies).…”

“…Borman and Hewes (2002) was the exception, which used a quasiexperimental study. Further, all but one of the studies used a BAU control group; Barrett, Truckenmiller, & Eckert (2020) used an active control group. The number of participants in the samples ranged from 78 to 1,310 and included kindergarten through eighth graders.…”

“…& Hewes, 2002). The time horizon or temporal proximity of outcome measures varied, including proximal, weekly measures (e.g., CBM-Written Expression [CBM-WE] in Barrett, Truckenmiller, & Eckert, 2020) and distal measures administered years later (e.g., Comprehensive Test of Basic Skills, 4th edition [CTBS-4] in Borman & Hewes, 2002). When reported, the reliability of each of the measures was generally satisfactory (α > .66) except for the vocabulary subtest at pretest in the Modified Assessment of Social Studies Knowledge in Scammacca et al (2020;α = .41).…”

Factors Influencing Willingness to Adopt Recommended Bambara groundnut (Vigna subterranea L. Verdc) Agronomic Practices Among Smallholder Farmers in Semi-Arid Lands of Embu County, Kenya

“…Diffusion occurs when individuals adopt new technology, product, or idea. Barrett et al (2020) define diffusion as a process that includes innovation, communication channels, and adoption. There are two forms of communication channels; the first one is localized where communication is from local leaders and receivers of the same social system example of this type of channel are interpersonal channels while the second one is a cosmopolite channel where the sender of information is from the outside social system e.g.…”