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  • Cited by 3
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Bates, Meg S. 2017. Leveraging digital tools to build educative curricula for teachers: two promising approaches. ZDM, Vol. 49, Issue. 5, p. 675.


    Carl, J Dunst Mary, Beth Bruder and Deborah, W Hamby 2015. Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes. Educational Research and Reviews, Vol. 10, Issue. 12, p. 1731.


    Dunst, Carl J. Trivette, Carol M. and Raab, Melinda 2013. An Implementation Science Framework for Conceptualizing and Operationalizing Fidelity in Early Childhood Intervention Studies. Journal of Early Intervention, Vol. 35, Issue. 2, p. 85.


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  • Print publication year: 2012
  • Online publication date: November 2012

Chapter 20 - Practical Applications of a Fidelity-of-Implementation Framework

from Part V - Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
Summary
This chapter describes an ecological approach to treatment called EcoFit that was inspired by research suggesting that the most successful integrative interventions are those which target multiple domains of children and families. In addition to describing the intervention model and its effectiveness in decreasing youth problem behavior, the chapter also discusses issues relevant to implementation in the school context. Students' disruptive behaviors at school can cause serious problems for teachers, parents, and society. The EcoFIT model was designed for implementation in schools and comprises specific components that facilitate parent involvement and family-school connectedness. The chapter talks about the components of EcoFIT that include the family resource center (FRC), the family checkup (FCU), and a structured menu of intervention options. Successful adoption and implementation of the EcoFIT model within schools involves several requisite components, such as school resources and infrastructure, proper training and implementation manuals, and program fidelity checks.
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Handbook of Implementation Science for Psychology in Education
  • Online ISBN: 9781139013949
  • Book DOI: https://doi.org/10.1017/CBO9781139013949
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References

Bodzin, A. M., Cates, W. M., & Price, B. (2003). Formative evaluation of the exploring life curriculum: Year two implementation fidelity findings. Paper presented at the meeting of the National Association for Research in Science Teaching (NARST), Philadelphia, PA.
Bond, G., Williams, J., Evans, L., Salyers, M., Kim, H., Sharpe, H., & Leff, H.S. (2000). Psychiatric rehabilitation fidelity toolkit. Cambridge, MA: Human Services Research Institute.
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review 18(1), 23–45.
Lewis, L. K., & Seibold, D. R. (1993). Innovation modification during intraorganizational adoption. Academy of Management Review 18(2), 322–54.
Mowbray, C. T., Holter, M. C., Teague, G. B., & Bybee, D. (2003). Fidelity criteria: Development, measurement, and validation. American Journal of Evaluation 24(3), 315–40.
Ruiz-Primo, M. A. (2005). A multi-method and multi-source approach for studying fidelity of implementation. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
Wang, M. C., Nojan, M., Strom, C. D., & Walberg, H. J. (1984). The utility of degree of implementation measures in program implementation and evaluation research. Curriculum Inquiry 14, 249–86.