Adherence and Delivery: Implementation Quality and Program Outcomes for the Seventh-Grade keepin’ it REAL Program

Pettigrew, Jonathan; Graham, John W.; Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Shin, Young-Joo

doi:10.1007/s11121-014-0459-1

Cited by 53 publications

(48 citation statements)

References 40 publications

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“…For example, our results indicate that when facilitators modify group processes or make changes because of the number of participants in their group, they appear to be thoughtful, proactively planned, and positively aligned with a program's logic model. Theoretical and empirical evidence suggests that adaptations that increase participant engagement and improve program delivery are likely to improve participant outcomes (Berkel, Mauricio, Schoenfelder, & Sandler, 2011;Berkel et al, 2013;Hamre et al, 2010;Pettigrew et al 2015). Again, future research is needed to determine if these more positively aligned adaptations do in fact lead to increased participant engagement and thus improved behavioral outcomes.…”

Section: Intersections Between Multiple Adaptation Dimensionsmentioning

confidence: 99%

“…Despite significant progress in demonstrating the efficacy of health behavior education programs (Botvin & Griffin, 2004;Catalano et al, 2012;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Spoth, Randall, Trudeau, Shin, & Redmond, 2008), the gap between research, practice, and meaningful public health impact remains substantial (Glasgow, Lichtenstein, & Marcus, 2003;Rohrbach, Grana, Sussman, & Valente, 2006;Spoth et al, 2013;Wandersman et al, 2008). Some suggest that this gap occurs because when evidence-based programs (EBPs) are transported into the real world, they are modified to fit local contexts and implemented with less than optimal levels of fidelity (Cohen et al, 2008;Dusenbury, Brannigan, Hansen, Walsh, & Falco, 2005;, and several empirical studies show a positive association between fidelity (i.e., program delivery as designed) and participant outcomes (Breitenstein, Gross, Garvey, Hill, Fogg, & Resnick, 2010b;Byrnes, Miller, Aalborg, Plasencia, & Keagy, 2010;Durlak & DuPre, 2008;Hamre et al, 2010;Hill & Owens, 2013;Pettigrew, Graham, Miller-Day, Hecht, Krieger, & Shin, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Some suggest that this gap occurs because when evidence-based programs (EBPs) are transported into the real world, they are modified to fit local contexts and implemented with less than optimal levels of fidelity (Cohen et al, 2008;Dusenbury, Brannigan, Hansen, Walsh, & Falco, 2005;, and several empirical studies show a positive association between fidelity (i.e., program delivery as designed) and participant outcomes (Breitenstein, Gross, Garvey, Hill, Fogg, & Resnick, 2010b;Byrnes, Miller, Aalborg, Plasencia, & Keagy, 2010;Durlak & DuPre, 2008;Hamre et al, 2010;Hill & Owens, 2013;Pettigrew, Graham, Miller-Day, Hecht, Krieger, & Shin, 2015). Others argue that adaptation (i.e., program modification) may be as important as fidelity in assuring effective and sustainable implementation (August, Gewirtz, & Realmuto, 2010;Bopp, Saunders, & Lattimore, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes

et al. 2015

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Although program adaptation is a reality in community-based implementations of evidence-based programs, much of the discussion about adaptation remains theoretical. The primary aim of this study was to replicate two coding systems to examine adaptations in large-scale, community-based disseminations of the Strengthening Families Program for Parents and Youth 10-14, a family-based substance use prevention program. Our second aim was to explore intersections between various dimensions of facilitator-reported adaptations from these two coding systems. Our results indicate that only a few types of adaptations and a few reasons accounted for a majority (over 70 %) of all reported adaptations. We also found that most adaptations were logistical, reactive, and not aligned with program's goals. In many ways, our findings replicate those of the original studies, suggesting the two coding systems are robust even when applied to self-reported data collected from community-based implementations. Our findings on the associations between adaptation dimensions can inform future studies assessing the relationship between adaptations and program outcomes. Studies of local adaptations, like the present one, should help researchers, program developers, and policymakers better understand the issues faced by implementers and guide efforts related to program development, transferability, and sustainability.

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Section: Intersections Between Multiple Adaptation Dimensionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes

et al. 2015

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“…An additional explanation for the small effect sizes may be explained by the varying quantity (dosage) and quality (how well the programs are run) of the sports programs (Cross et al, 2015;Malloy et al, 2015;Pettigrew et al, 2015;Van den Branden, Van den Broucke, Leroy, Declerck, & Hoppenbrouwers, 2015). In this study, students' selfreported frequency of school-organized sports participation is the only variable that was available to be used to evaluate the quantity and quality of school-organized sports.…”

Section: Gpamentioning

confidence: 93%

Effects of participation in school sports on academic and social functioning

Boekel

Bulut

Stanke

et al. 2016

Journal of Applied Developmental Psychology

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“…Efforts to improve prevention interventions through process evaluations, which suggest how variations in implementation influenced results, have focused on fidelity as a major predictor of intervention success (Carroll, Patterson, Wood, Booth, Rick & Balain, 2007; Dusenbury, Brannigan, Falco & Hasen, 2003; Durlak & Dupre, 2008; Pettigrew, Graham, Miller-Day, Hecht, Krieger & Shin, 2015; Proctor et al, 2011). Fidelity is the most commonly assessed implementation factor in prevention interventions (Durlak & Dupre, 2008) and specifically, childhood obesity prevention interventions (e.g., Griffin, 2014; Lee, Contento & Koch, 2013; Martens, van Assema, Paulussen, Schaalma & Brug, 2006).…”

Section: Introductionmentioning

confidence: 99%

Testing an Integrated Model of Program Implementation: the Food, Health & Choices School-Based Childhood Obesity Prevention Intervention Process Evaluation

et al. 2016

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Childhood obesity is a complex, worldwide problem. Significant resources are invested in its prevention, and high-quality evaluations of these efforts are important. Conducting trials in school settings is complicated, making process evaluations useful for explaining results. Intervention fidelity has been demonstrated to influence outcomes, but others have suggested that other aspects of implementation, including participant responsiveness, should be examined more systematically. During Food, Health & Choices (FHC), a school-based childhood obesity prevention trial designed to test a curriculum and wellness policy taught by trained FHC instructors to fifth grade students in 20 schools during 2012–2013, we assessed relationships among facilitator behaviors (i.e., fidelity and teacher interest), participant behaviors (i.e., student satisfaction and recall), and program outcomes (i.e., energy balance-related behaviors) using hierarchical linear models, controlling for student, class, and school characteristics. We found positive relationships between student satisfaction and recall and program outcomes, but not fidelity and program outcomes. We also found relationships between teacher interest and fidelity when teachers participated in implementation. Finally, we found a significant interaction between fidelity and satisfaction on behavioral outcomes. These findings suggest that individual students in the same class responded differently to the same intervention. They also suggest the importance of teacher buy-in for successful intervention implementation. Future studies should examine how facilitator and participant behaviors together are related to both outcomes and implementation. Assessing multiple aspects of implementation using models that account for contextual influences on behavioral outcomes is an important step forward for prevention intervention process evaluations.

show abstract

Adherence and Delivery: Implementation Quality and Program Outcomes for the Seventh-Grade keepin’ it REAL Program

Cited by 53 publications

References 40 publications

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes

Effects of participation in school sports on academic and social functioning

Testing an Integrated Model of Program Implementation: the Food, Health & Choices School-Based Childhood Obesity Prevention Intervention Process Evaluation

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