Category: Dissemination / Implementation

Symposium

Beliefs and Attitudes for Successful Implementation in Schools: Intervention for Practitioners

Saturday, November 18
3:30 PM - 5:00 PM
Location: Sapphire Ballroom A, Level 4, Sapphire Level

Keywords: Implementation | School | Evidence-Based Practice
Presentation Type: Symposium

Few efforts have identified strategies implementing evidence-based practices (EBP) in the education sector. This presentation will discuss the results of two studies to develop and test the theoretically-driven Beliefs and Attitudes for Successful Implementation in Schools (BASIS) protocol to improve school practitioners’ (teachers; school mental health [SMH] providers) implementation intentions and behaviors. BASIS is guided by the Theory of Planned Behavior and consists of sessions in which groups are exposed to activities targeting positive attitudes, self-efficacy, and social expectations surrounding EBP implementation. 


In Study 1, BASIS was applied with teams of educators from 62 elementary schools who were implementing evidence-based universal behavioral health supports. BASIS was delivered through a train-the-trainer model to school building teams, who delivered it schoolwide. Pre-post data were collected on educator beliefs, program fidelity, and building-level coaches’ perceptions about impact on teacher’s behavioral intentions. In Study 2, BASIS was demonstrated to 12 SMH clinicians, who provided mixed quantitative (ratings of feasibility, appropriateness, likely effectiveness) and qualitative (focus group) feedback.


Study 1 results indicated that, following BASIS, educators had more favorable attitudes toward EBP (d = 1.03). Attitudes were also associated with two measures of intervention fidelity (d = .51; d = .67). Coaches reported that BASIS improved behavioral intentions. Study 2 revealed that SMH providers found BASIS acceptable, appropriate, and likely effective. Qualitative content analysis revealed several themes to enhance BASIS acceptability, appropriateness, and likely effectiveness (e.g., decreased emphasis on improving practitioner fidelity knowledge).


Results provide preliminary support for pre-implementation enhancement strategies that target school-based professionals’ intentions to implement EBP prior to receiving training and follow-up coaching. Implications of individual-level implementation strategies and their interactions with organizational implementation supports will be discussed.

Send Email for Aaron Lyon


Assets

Beliefs and Attitudes for Successful Implementation in Schools: Intervention for Practitioners



Attendees who have favorited this

Please enter your access key

The asset you are trying to access is locked. Please enter your access key to unlock.

Send Email for Beliefs and Attitudes for Successful Implementation in Schools: Intervention for Practitioners