Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Hustus, Chelsea L.

doi:10.1007/s10566-018-9463-0

Cited by 13 publications

(7 citation statements)

References 43 publications

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“…Results from this study should be interpreted in the light of the participation of only one school coordinator in each participating school. Different staff members may perceive aspects of readiness differently (Hustus and Owens 2018 ) and using more respondents in each school might give a more reliable picture of the school readiness. However, getting busy teachers to respond to questionnaires is a difficult task and low teacher response rates have been found in previous Danish school-based studies, as well as a huge variation in number of teachers responding per school (Bonnesen et al 2020 ; Jørgensen et al 2015 ).…”

Section: Discussionmentioning

confidence: 99%

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

Bast

Andersen

et al. 2021

Prev Sci

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School organizational readiness to implement interventions may play an important role for the actual obtained implementation level, and knowledge about organizational readiness prior to intervention start can help pinpoint how to optimize support to the schools. In this study, we applied a novel heuristic, R = MC2 to assess school organizational readiness prior to implementation of a multicomponent smoking prevention program. Furthermore, we examined the association to actual implementation after the first year of study. We used questionnaire data from school coordinators at 40 schools in Denmark who had accepted to implement the multi-component smoking prevention intervention—X:IT II—in the school year 2017–2018 including three main components: (1) Rules on smoke-free school time, (2) A smoke-free curriculum, and (3) Parental involvement. On behalf of the school, a school coordinator answered a baseline questionnaire about the organizational readiness and a follow-up questionnaire about implementation of the three components after first year of study. Readiness was measured by summing aspects of motivation (relative advantage, compatibility, complexity, and priority), general capacity (culture, climate, and staff capacity), and innovation-specific capacity (knowledge, skills, and abilities). Based on school coordinators’ perceptions, almost all schools had good general capacity while the other two areas of readiness varied across schools; overall, 56.8% of schools (N = 25) had good motivation for implementing the X:IT II intervention and 61.3% (N = 27) had high innovation-specific capacity. Half of the schools had high overall readiness defined as high motivation and high innovation-specific capacity. Schools with high overall readiness implemented the rules on smoke-free school time, smoke-free curriculum, and parental involvement to a higher degree than schools with low overall readiness. All participating schools possessed sufficient levels of general capacity, e.g., a well-functioning organizational culture and sufficient staff capacity. High levels of motivation and innovation-specific capacity were positively associated with the schools’ actual implementation of the main intervention components. This way of conceptualizing and measuring organizational readiness may be useful in future studies, i.e., in studies where enhancing readiness is a main objective.

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Section: Discussionmentioning

confidence: 99%

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

Bast

Andersen

et al. 2021

Prev Sci

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“…Konteks di Jabodetabek, insentif untuk guru dan dana bantuan operasional sekolah adalah contoh bentuk perolehan sumber daya dari pemerintah yang diterima sekolah, sedangkan koordinasi berkala antara dinas Pendidikan dan sekolah dalam bentuk pengawasan, dan bimbingan merupakan contoh bentuk arahan yang penyampaiannya relatif terstruktur. Gambaran ini sejalan dengan hasil penelitian Hustus & Owens (2018) yang mengemukakan bahwa tingginya kesiapan melakukan upaya perubahan dipengaruhi oleh akuntabilitas prosedur yang disampaikan oleh pimpinan sekolah.…”

Section: Pembahasanunclassified

Kesiapan Menghadapi Perubahan Pada Guru Sekolah Dasar Terhadap Jenis Budaya Dan Dukungan Organisasi

Gouvara¹,

Harahap²,

Wahdi³

2020

JAMP

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The study investigates the relation of the readiness for change of an elementary school teacher in Jakarta and its vicinity with the kind of organization culture and organizational support he/she experiences from the school. The background is the context of many changes faced by teachers, as a result from changes of government policies related to education, as well as changes affected by the Covid-19 pandemic. The study is quantitative in nature, through questionnaire and statistical analysis, using readiness for change, competing values framework, and perceived organizational support as constructs. Results suggest that in order to have teachers that are ready to change, the school culture should encourage teachers to innovate and adapt, nurturing a healthy relationship and good team building, appreciating teachers' effort, and providing a clear target and direction.

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“…Readiness and degree of aligned IBC are similar IS and OBM constructs that may influence implementation of EBPs. Hustus and Owens (2018) defined readiness at the practitioner level as support for or resistence to adoption and implementation of practices. For example, Stahmer and Aarons (2009) used the EBPAS to assess pracitioners' attitudes toward use of EBPs in their programs, with the hypothesis that such attitudes may affect implementation, and Kratz et al (2019) reported that teacher attitudes did predict EBP fidelity .…”

Section: Is and Omb Conceptsmentioning

confidence: 99%

Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism

Odom

Hall

Suhrheinrich

2019

European Journal of Behavior Analysis

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Although applied behavior analysis researchers have created efficacious treatment and intervention practices for children and youth with autism spectrum disorder (ASD), there is a gap between research and practice. Implementation Science (IS) and Organizational Behavior Management (OBM), based with Applied Behavior Analysis, are two parallel fields that could close this gap. This paper provides descriptions of both IS and OBM, highlighting their commonalities and unique featuers. The paper concludes with examples of how researchers have used IS and OBM to promote practitioners' use of evidence-based practices and services for children and youth with ASD.Applied behavior analysis (ABA) has had a profound impact on socially significant behavior change, and individuals with autism have been primary beneficiaries of ABA practices (Peters-Scheffer, Didden, Korzilius & Sturmey, 2011). Much has been learned from ABA about practices that are efficacious when implemented with fidelity (Wong et al., 2015). Yet, a gap exists between the knowledge generated by the science of behavior analysis and the routine use of practices with individual clients or students (Dingfelder & Mandell, 2011). Research indicates that it takes up to 17 years for new practices to be developed, evaluated, and integrated into routine care (Morris, Wooding, & Grant, 2011). Improving the efficiency and effectiveness of this process will increase the impact of ABA-based interventions and the science broadly.In ABA there has been a strong tradition of focusing on the fidelity or treatment integrity of which an intervention is implemented (Greham, Gansle, & Noelle, 1993). Intervention

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Assessing Readiness for Change Among School Professionals and Its Relationship with Adoption and Reported Implementation of Mental Health Initiatives

Cited by 13 publications

References 43 publications

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

School Coordinators’ Perceptions of Organizational Readiness Is Associated with Implementation Fidelity in a Smoking Prevention Program: Findings from the X:IT II Study

Kesiapan Menghadapi Perubahan Pada Guru Sekolah Dasar Terhadap Jenis Budaya Dan Dukungan Organisasi

Implementation Science, Behavior Analysis, and Supporting Evidence-based Practices for Individuals with Autism

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