Development of a Brief Pre-Implementation Screening Tool to Identify Teachers Who Are at Risk for Not Implementing Intervention Curriculum and High-Implementing Teachers

Wang, Bo; Stanton, Bonita; Lunn, Sonja; Patel, Pooja; Koci, Veronica; Deveaux, Lynette

doi:10.1177/1090198116639242

Cited by 4 publications

(9 citation statements)

References 26 publications

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“…High-performing teachers will serve as team leaders and provide guidance and onsite assistance to low- and moderate-performing teachers to increase their skills and self-efficacy [ 22 ]. High-performing and at-risk teachers will be identified through real-time implementation monitoring [ 23 ] and a pretraining 7-question screening tool [ 38 ]. As the goal is to achieve and sustain at least 85% implementation compliance (the average performance of the high-performing teachers) [ 25 , 38 ], implementation will be monitored biweekly with feedback provided to the teachers as per MOE policy.…”

Section: Methodsmentioning

confidence: 99%

“…High-performing and at-risk teachers will be identified through real-time implementation monitoring [ 23 ] and a pretraining 7-question screening tool [ 38 ]. As the goal is to achieve and sustain at least 85% implementation compliance (the average performance of the high-performing teachers) [ 25 , 38 ], implementation will be monitored biweekly with feedback provided to the teachers as per MOE policy. Decisions regarding the need for change will be made by the implementation committee based on data.…”

Section: Methodsmentioning

confidence: 99%

“…We chose the teacher implementation checklist to identify high-performing teachers as a measure of success (optimization criteria). Using our 7-item preimplementation school screening tool [ 38 ], we identified teachers who are at risk for not implementing the FOYC intervention curriculum and moderate- and high-performing teachers. All at-risk teachers and moderate-performing teachers were invited to participate in a factorial experimentation, using a MOST trial design.…”

Section: Methodsmentioning

confidence: 99%

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

Wang¹,

Deveaux²,

Lunn³

et al. 2020

JMIR Res Protoc

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Background Sustained implementation of school-based prevention programs is low. Effective strategies are needed to enhance both high-level implementation fidelity and sustainability of prevention programs. Objective This proposed study aims to determine if the provision of either biweekly monitoring and feedback and site-based assistance and mentorship or both to at-risk and moderate-performing teachers with monitoring through an enhanced decision-making platform by the Ministry of Education (MOE) and Ministry of Health (MOH) based on the real-time implementation data will increase national implementation fidelity and result in sustained implementation over time. Methods This study will target government schools including 200 grade 6 teachers in 80 primary schools and 100 junior/middle high school teachers (and their classes) on 12 Bahamian islands. Teacher and school coordinator training will be conducted by the MOE in year 1, followed by an optimization trial among teachers in the capital island. Informed by these results, an implementation intervention will be conducted to train using different levels of educational intensity all at-risk and moderate-performing teachers. Subsequently selected training and implementation strategies will be evaluated for the national implementation of Focus on Youth in the Caribbean and Caribbean Informed Parents and Children Together in years 2 to 5. Results It is hypothesized that a more intensive training and supervision program for at-risk and moderate-performing teachers will enhance their implementation fidelity to the average level of the high-performing group (85%), an HIV prevention program delivered at the national level can be implemented with fidelity in grade 6 and sustained over time (monitored annually), and student outcomes will continue to be highly correlated with implementation fidelity and be sustained over time (assessed annually through grade 9). The proposed study is funded by the National Institute of Child Health and Human Development from August 1, 2018, through May 31, 2023. Conclusions The study will explore several theory-driven implementation strategies to increase sustained teacher implementation fidelity and thereby increase the general public health impact of evidence-based interventions. The proposed project has potential to make significant contributions to advancing school-based HIV prevention research and implementation science and serve as a global model for the Fast Track strategy. International Registered Report Identifier (IRRID) PRR1-10.2196/14816

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

Wang¹,

Deveaux²,

Lunn³

et al. 2020

JMIR Res Protoc

Self Cite

View full text Add to dashboard Cite

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“…Woven throughout FOYC is a decision-making model that provides guidance and practice in problem solving with a focus on how to obtain factual information on sexual health. Caribbean Informed Parents and Children Together ("CImPACT") is a single session intervention including a 22-minute educational video lmed in The Bahamas which focuses on effective parent-adolescent communication and listening strategies related to di cult topics and safe-sex followed by two role-plays for the parent and youth, a discussion, and a condom demonstration [32]. FOYC+CImPACT was adapted from Focus on Youth (FOY) plus Informed Parents and Children Together (ImPACT).…”

Section: Hiv Intervention ("Foyc+cimpact")mentioning

confidence: 99%

“…Decisions regarding the need for change will be made based on data by the Implementation Committee. High performing and at-risk teachers are identi ed through biweekly "real-time" implementation monitoring [23] and a brief Pre-Implementation Screening Tool developed by our team [32].…”

Section: Factors In Uencing Implementation Delity Of Ebis In School Settingsmentioning

confidence: 99%

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

Wang¹,

Deveaux²,

Cottrell³

et al. 2020

Preprint

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Background: Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention.Methods: Using our 7-item Pre-Implementation School Screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets middle and high school youth. After completing a two-day curriculum workshop, 84 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the intervention curriculum for nearly two months. This optimization trial examines the impact of two implementation strategies including biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. General linear model was used to examine the association of the implementation strategies with implementation fidelity.Results: BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities, followed by teachers who received either BMF or SAM. Teachers who did not receive BMF or SAM taught the lowest numbers of core activities (15.0 vs. 7.9 vs. 6.9 vs. 4.1, p< 0.001). Teachers’ confidence in implementing five core activities, attitudes towards sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation. Teacher full attendance at the training workshop and teachers’ sustained implementation of FOYC in the prior school year were related to increased implementation fidelity. Conclusion: BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes towards sex education, perceived principal support and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

et al. 2022

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Background Effective implementation strategies are needed to enhance the success of evidence-based prevention programs. The current study evaluates the effects of two implementation strategies on teachers’ implementation of an evidenced-based HIV intervention. Methods Using our 7-item pre-implementation school screening tool, we identified teachers who were at-risk for not implementing the Focus on Youth HIV-risk reduction intervention curriculum which targets grade six through grade 8 students. After completing a two-day curriculum workshop, 81 low- and moderate-performing teachers were randomly assigned to one of four experimental conditions and were asked to teach the two-month intervention curriculum. This optimization trial examines the impact of two implementation strategies: biweekly monitoring/feedbacks (BMF) and site-based assistance/mentorship (SAM). The primary outcome is implementation fidelity defined as number of core activities taught. Linear mixed-effects model was used to examine the association of the implementation strategies with implementation fidelity. Results BMF and SAM were significantly associated with teachers’ implementation fidelity. Teachers who received both BFM and SAM taught the greatest numbers of core activities (15 core activities on average), followed by teachers who received either BMF (6.9 activities) or SAM (7.9 activities). Teachers who did not receive BMF or SAM taught the lowest numbers (4.1 activities). Teachers’ sustained implementation of FOYC in the prior school year was related to increased implementation fidelity during the optimization trial. Teachers’ confidence in implementing five core activities, attitudes toward sex education in schools, and perceived principal support were significantly related to increased self-efficacy, which in turn was related to teachers’ fidelity of implementation before the optimization trial. Conclusion BMF and SAM are effective in promoting teachers’ implementation of youth evidence-based interventions. Researchers and future program implementers should consider teacher training, teachers’ attitudes toward sex education, perceived principal support, and self-efficacy when attempting to maintain the effects of teacher-delivered interventions in schools.

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Development of a Brief Pre-Implementation Screening Tool to Identify Teachers Who Are at Risk for Not Implementing Intervention Curriculum and High-Implementing Teachers

Cited by 4 publications

References 26 publications

Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

Bahamas National Implementation Project: Proposal for Sustainability of an Evidence-based HIV Prevention Intervention in a School Setting

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

The Effectiveness of Two Implementation Strategies for Improving Teachers’ Delivery of an Evidenced-based HIV Prevention Program

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