Now Available: 378 pages and 500 references of the latest on implementation research and practice.
This article describes the development of the Teach-Family treatment model, the failure of the first attempts to replicate the treatment model, the discovery of larger units for replication, the modest success of first attempts to replicate larger units, and the eventual success of replications.
This latest practice profile (2019) reflects the core competencies for Implementation Specialists found to be critical across numerous projects, all of which have been informed and guided by the use of Active Implementation Frameworks.
The Teaching-Family Model provides an example of research that has been “transmitted to the field” to benefit large numbers of children and families. The studies outlined in this bibliography demonstrate that research can be done on the “active ingredients” of intervention as they are taught to practitioners.
This document outlines methods and results of a 2004 meeting with a select group of program purveyors of EBPs invited to explore the “craft knowledge” related to the implementation of EBPs.
This study examined the implementation of evidence-based programs and practices in the real world by exploring the ways in which evidence-based program developers support implementation of their programs and practices in new settings.
This document summarizes a 2005 meeting of researchers to develop an outline for a multi-site, multi-year (10 - 15 years) program of research to dramatically improve the practice and science of implementation.
The data presented here are results from a concept mapping process used in working meetings with program developers (purveyors) and implementers of evidence-based programs and practices.
This document summarizes a 2003 meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. This meeting provided an opportunity for mutual understanding and mutual gain as well as an opportunity to integrate EBP developer, practitioner and community paths.
This document summarizes a meeting of diverse stakeholders to address the applicability and appropriateness of EBPs for children and adolescents of different cultures, as well as to increase the capacity of systems to develop and implement culturally relevant approaches.