Efficient Implementation Monitoring in Routine Prevention Practice: A Grand Challenge for Schools

Shapiro, Valerie B.; Kim, Bo-Kyung Elizabeth; Robitaille, Jennifer L.; LeBuffe, Paul A.; Ziemer, Kelly L.

doi:10.1086/699153

Cited by 11 publications

(4 citation statements)

References 40 publications

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“…Recent SSW practice research ( Harrison et al, 2018 ) establishes that SSW practice tasks and roles remain grounded in the problem-focused, individual intervention (also known as Tier 3) level of schools’ MTSS model. This approach persists despite compelling evidence that prevention activities at whole school (Tier 1) or targeted, temporary small-group (Tier 2) levels can address many academic, behavioral, and emotional problems that youth experience in school ( Shapiro et al, 2018 ; Tan et al, 2020 ).…”

Section: School Social Work Practice Roles: Steady But Changingmentioning

confidence: 99%

“Why wasn’t I doing this before?”: Changed school social work practice in response to the COVID-19 pandemic

Phillippo

Lucio

Shayman

et al. 2022

Qualitative Social Work

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The American education system has been significantly disrupted by the COVID-19 pandemic, which led schools to shut down and convert to remote learning environments in spring 2020. However, long before these school closures, school social workers (SSWs) have faced significant practice dilemmas, as they have encountered obstacles to their engagement in best practices. While initial pandemic school closures presented SSWs with a range of uncertain situations, they also provided the possibility to respond to practice demands in different and dynamic ways. This article explores the pandemic's impact upon SSWs’ practice, and how SSWs responded in turn as they quickly adapted their practice during this widespread, ongoing crisis. Informed by crisis theory, previous analyses of SSW practice trends and dilemmas, and a review of traditional social work values and ethics, we conducted three focus groups in July 2020 with SSWs during the pandemic’s early months. From these interviews, we learned that participants’ work was disrupted by dramatic shifts in school and community settings, as well as changes in support needs within their respective school communities. Those disruptions gave way to substantial shifts in practice, which reflect a more prominent role for systemic practice and for traditional social work values in SSW decision-making. These findings offer implications for post-pandemic practice, and practice in other host settings.

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Section: School Social Work Practice Roles: Steady But Changingmentioning

confidence: 99%

“Why wasn’t I doing this before?”: Changed school social work practice in response to the COVID-19 pandemic

Phillippo

Lucio

Shayman

et al. 2022

Qualitative Social Work

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“…The few published studies that have focused on quality of delivery of school interventions thus far suggest that higher quality of delivery is associated with better student outcomes (Hill & Erickson, 2019). For example, teachers delivering the Promoting Alternative Thinking Strategies (PATHS) curriculum who explained concepts clearly, responded to students' questions and needs, and engaged students with the content had students who improved more on the skills and behavior targeted by the program compared to teachers who rarely explained concepts, responded to questions, and engaged students (Humphrey, Barlow, & Lendrum, 2018;Shapiro, Kim, Robitaille, Lebuffe, & Ziemer, 2018). A similar pattern of results was found for teachers delivering the Collaborative Strategic Reading program who encouraged students to share and build upon each other's ideas to make sense of readings.…”

Section: What Do We Know About Quality Of Delivery?mentioning

confidence: 99%

How to measure quality of delivery: Focus on teaching practices that help students to develop proximal outcomes

Molina¹,

Porter²,

Oberle³

et al. 2022

Preprint

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Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students’ outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students’ motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful.

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“…Although essential to unleashing the power of prevention, only 1% of research-and-development dollars are devoted to specifying and studying how to implement interventions well-knowledge that can help professionals to use and apply interventions responsibly and reliably (Pronovost et al, 2004;Proctor & Rosen, 2008). Effective preventive interventions can be unintentionally subverted in routine practice through the use of ineffective implementation strategies (Shapiro, Kim, Robitaille, LeBuffe, Ziemer, 2018). Successful implementation usually requires a backbone infrastructure to plan and coordinate implementation activities, carefully considering local needs and goals; navigating tensions between the ideals of fidelity and fit; providing the requisite time, training, materials, and technical assistance to implementers; and monitoring and facilitating implementation quality over time (Shapiro, Hawkins, & Oesterle, 2015).…”

Section: Implementation Researchmentioning

confidence: 99%

Seven Action Steps to Unleash the Power of Prevention

Shapiro

Bender

2018

Journal of the Society for Social Work and Research

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Journal of the Society for Social Work and Research solicited papers describing progress and advancements relative to the goals and 7 action steps of the American Academy of Social Work and Social Welfare Grand Challenge to Ensure Healthy Development for All Youth by Unleashing the Power of Prevention. We received papers describing intervention research, implementation research, and methodological innovations that further collective thinking and action for taking effective prevention to scale. Three commentaries reflect on efforts to unleash the power of prevention from the perspectives of program developers, service providers, and educators. This introduction orients readers to the articles comprising the special issue on the Grand Challenge to Ensure Healthy Development for All Youth by Unleashing the Power of Prevention, provides a progress report on the 7 action steps to unleash the power of prevention, and offers suggestions for ongoing research.

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Efficient Implementation Monitoring in Routine Prevention Practice: A Grand Challenge for Schools

Cited by 11 publications

References 40 publications

“Why wasn’t I doing this before?”: Changed school social work practice in response to the COVID-19 pandemic

“Why wasn’t I doing this before?”: Changed school social work practice in response to the COVID-19 pandemic

How to measure quality of delivery: Focus on teaching practices that help students to develop proximal outcomes

Seven Action Steps to Unleash the Power of Prevention

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