Technical Assistance for Systemic Change: Lessons Learned From a National Technical Assistance Center

Hundreds of millions of dollars are spent each year by U.S. federal agencies for training and technical assistance (TTA) to be delivered by training and technical assistance centers (TTACs) to “delivery system organizations” (e.g., federally qualified health centers, state departments of health, substance abuse treatment centers, schools, and healthcare organizations). TTACs are often requested to help delivery system organizations implement evidence-based interventions. Yet, counterintuitively, TTACs are rarely required to use evidence-based approaches when supporting delivery systems (in the use of evidence-based programs). In fact, evaluations of TTAC activities tend to be minimal; evaluation of technical assistance (if conducted at all) often emphasizes outputs (number of encounters), satisfaction, and self-reports of knowledge gained—more substantive outcomes are not evaluated. The gap between (a) the volume of TTA services being funded and provided and (b) the evaluation of those services is immense and has the potential to be costly. The basic question to be answered is: how effective are TTA services? This article introduces the special issue on Strengthening the Science and Practice of Implementation Support: Evaluating the Effectiveness of Training and Technical Assistance Centers. The special issue promotes 1) knowledge of the state of the art of evaluation of TTACs and 2) advances in what to evaluate in TTA. A major goal of the issue is to improve the science and practice of implementation support, particularly in the areas of TTA.

Strengthening the Science and Practice of Implementation Support: Evaluating the Effectiveness of Training and Technical Assistance Centers

Wandersman,

Scheier

2024

The Technical Assistance (TA) Effectiveness Logic Model: A Tool for Systematically Planning, Delivering, and Evaluating TA

Scott,

Chagnon,

Wandersman

2024

Technical assistance (TA) is a tailored approach to capacity building that has grown in use across diverse settings over the past two decades, particularly in the domains of health improvement, child welfare, youth development, and education. In practice, TA services often include a combination of activities (e.g., coaching, professional development, site visits, and resource sharing) and vary in dosage, modality, and numerous other dimensions. While tailoring to recipient needs holds significant value, the individualized nature of TA creates challenges for assessing the effectiveness of TA. The difficulty of determining what contributes to TA outcomes is amplified when TA delivery is largely reactive (rather than proactive) and unaccompanied by a systematic approach to planning, delivery, and evaluation. Logic models are a well-established tool and a straightforward way to make TA more systematic. In this article, we introduce the TA Effectiveness Logic Model as a skeletal framework to guide systematic TA planning, delivery, and evaluation. The TA Effectiveness Logic Model graphically presents the rationale and expectations for how TA works in a setting. We describe two types of TA effectiveness logic models: basic and contextual. In addition, we offer a case example from work based on a national training and TA center to illustrate both types of logic models. Lastly, we discuss practical implications of TA effectiveness logic models for TA collaborators (funders, training and TA center administrators, TA providers, TA recipients, and researchers). Routinizing the use of TA effectiveness logic models has benefits for both the science and practice of TA.

Developing a Set of Standardized Core Principles and Methods Across Multiple Training and Technical Assistance Centers

Holdheide,

Osher,

Cirks

et al. 2024

Despite a growing body of research demonstrating the value of using evidence-based programs and practices (EBPPs) to address health and education issues, the gap between research evidence and practice in education and human services continues to be a vexing problem. Technical assistance (TA) is widely accepted as a key strategy to support evidence-based programs and practices (EBPP) uptake and implementation. However, little is known about how TA practices are used in TA delivery. Moreover, little attention has been paid to building the capacity of TA providers and assessing the fidelity of the implementation of TA practices. The case example presented in this article describes one organization’s efforts to develop common language and definitions of TA services, core principles, and methods, and to standardize the delivery of TA by enhancing the capacity and retention of TA providers. We conclude with recommendations about how like organizations can employ similar efforts to improve the quality and consistency of TA delivery, thereby establishing a foundation for building a strong evidence base.