Education Drivers

Exploration/Adoption

Exploration is the first phase of implementation. The primary activity of this phase is forming a team to determine if there is a problem and, if there is, defining the problem. The team is constructed to reflect the perspectives of all the various stakeholders and individuals working at different levels within the system. Once a problem has been identified and defined, the next step is to identify research-based practices that can solve the problem. As part of the evaluation of these practices, it is necessary to determine the material, financial, and human resources required to implement the practice and make a judgment about how well the intervention fits the service context. An effective intervention that is not a good fit for the service setting is likely to be implemented poorly and fail to produce the desired outcomes. The exploration phase of implementation ends with the selection of a suitable intervention.

Publications

TITLE
SYNOPSIS
CITATION
Performance Architecture: Improving the Performance of Organizations

This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. 

Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../uploads/docs/2012%20Wing%20Summit%20RA.pdf.

Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? Retrieved from ../../uploads/docs/KBlase2014.pdf.

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.

Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform

Schools are often expected to implement innovative instructional programs.  Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative.  This chapter reviews the contributions implementation science can make for improving outcomes for students.

Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. Handbook on Innovations in Learning, 31.

A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go?

The promise of evidence-based education was improved outcomes for all students.  In the intervening 10 years, it has become clear that without careful attention to implementation the promise of evidence-based education will not be realized.

Detrich, R., & Lewis, T. (2013). A Decade of Evidence-Based Education: Where Are We and Where Do We Need to Go. Journal of Positive Behavior Interventions, 15(4).

Sustainability of evidence-based programs in education

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.

Conceptual and empirical issues related to developing a response-to-intervention framework

This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.

Hintze, J. M. (2008). Conceptual and empirical issues related to developing a response-to-intervention framework. Journal of Evidence-Based Practices for Schools. Retrieved from http://scholar.google.com/scholar?cluster=17426155176752854167&hl=en&inst=569367360547434339&oi=scholarr

 

Presentations

TITLE
SYNOPSIS
CITATION
Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues?

This paper examines school cultural issues in the context of implementation research.

Blasé, K. (2014). Changing Hearts, Minds, and Behavior: Can Implementation Science Offer Any Clues? [Powerpoint Slides]. Retrieved from ../../uploads/docs/KBlase2014.pdf.

Developing and Implementing a Quality RtI Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, E, III. (2007). Developing and Implementing a Quality RtI Process [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Sustainability: The first thing. The only thing.

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. (2008). Sustainability: The first thing. The only thing. [Powerpoint Slides]. Retrieved from 2008-wing-presentation-dean-fixsen.

Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System

This paper examines five dimensions when implementing RtI: the tier model, identification of “at risk students”, preventative treatment, progress monitoring, and strategies for nonresponders.

Hintze, J. (2007). Evaluating Student Response to Instruction Using a 3 Tier RtI Progress Monitoring System [Powerpoint Slides]. Retrieved from 2007-wing-presentation-john-hintze.

Sustainable Programs: In Search of the Elusive

This paper examines the policy, culture, and system obstacles to progam sustainability, and identifies strategies to overcome these obstacles.

Keyworth, R. (2008). Sustainable Programs: In Search of the Elusive [Powerpoint Slides]. Retrieved from 2008-campbell-presentation-randy-keyworth.

What We Know About Sustaining Programs?

This paper examines the latest research on which practice elements are essential for interventions to survive and thrive over time.

Keyworth, R. (2008). What We Know About Sustaining Programs? [Powerpoint Slides]. Retrieved from 2008-calaba-presentation-randy-keyworth.

A Systematic Approach to Data-based Decision Making in Education: Building School Cultures

This paper examines the critical pracitce elements of data-based decision making and strategies for building school cultures to support the process.

Keyworth, R. (2009). A Systematic Approach to Data-based Decision Making in Education: Building School Cultures [Powerpoint Slides]. Retrieved from 2009-campbell-presentation-randy-keyworth.

Building a Data-based Decision Making Culture through Performance Management

This paper examines the issues, challenges, and opportunities of creating a school culture that uses data systematically in all of its decision making.

Keyworth, R. (2009). Building a Data-based Decision Making Culture through Performance Management [Powerpoint Slides]. Retrieved from 2008-aba-presentation-randy-keyworth.

A Systematic Approach to Data-based Decision Making in Education

Systematic data-based decision making is critical to insure that educators are able to identify, implement, and trouble shoot evidence-based interventions customized to individual students and needs.

Keyworth, R. (2010). A Systematic Approach to Data-based Decision Making in Education [Powerpoint Slides]. Retrieved from 2010-hice-presentation-randy-keyworth.

Performance Feedback: Use It or Lose It

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

Keyworth, R. (2011). Performance Feedback: Use It or Lose It [Powerpoint Slides]. Retrieved from 2011-aba-presentation-randy-keyworth.

Research to Practice: An analysis of the Interaction between the Research Community and Special Education
The research to practice gap has long been a concern in education. This paper identifies some of the reasons the gap exists and some possible solutions.
Detrich, R. (2006). Research to Practice: An analysis of the Interaction between the Research Community and Special Education [Powerpoint Slides]. Retrieved from 2006-campbell-presentation-jack-states.
Some Emerging Characteristics of Sustainable Practices
Research has identified characteristics that increase the sustainability of programs and practices. This paper reviews those characteristics.
Detrich, R. (2007). Some Emerging Characteristics of Sustainable Practices [Powerpoint Slides]. Retrieved from 2007-aba-sustainability-presentation-ronnie-detrich.
Building Sustainable Programs: From Myth to Reality
This paper makes the case that if programs are to sustain then it will be necessary to carefully plan for it from the inception of the program.
Detrich, R. (2008). Building Sustainable Programs: From Myth to Reality [Powerpoint Slides]. Retrieved from 2008-louisiana-presentation-ronnie-detrich.
Teacher Induction: Where the Rubber Meets the Road
The paper examines one of the most critical components of teach training: an on-the-job, ongoing system of coaching and performance feedback to improve skill acquisition, generalization and maintenance.
Keyworth, R. (2010). Teacher Induction: Where the Rubber Meets the Road [Powerpoint Slides]. Retrieved from 2010-aba-presentation-randy-keyworth.
TITLE
SYNOPSIS
CITATION
Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. Journal of Positive Behavior Interventions, 14(4), 209-219.

The need to belong: desire for interpersonal attachments as a fundamental human motivation
A hypothesized need to form and maintain strong, stable interpersonal relationships is evaluated in light of the empirical literature.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497.
Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine)
This paper examines the phenomena of education experts dispensing unproven methods and flitting from one fad to another and describes how they, for ideological reasons, have shunned solutions with robust evidence of efficacy.
Carnine, D. (2000). Why Education Experts Resist Effective Practices (And What It Would Take To Make Education More Like Medicine).
Epilogue The Contemporary Crucible: Putting Scientific Evidence to the Test in the Context of Schools
The article in a special issue of Behavioral Disorders asks what science and its empirical rigors mean to those who work with children with emotional or behavioral disorders.
Crockett, J. B. (2001). Epilogue: The contemporary crucible: Putting scientific evidence to the test in the context of schools. Behavioral Disorders, 27(1), 69-73.
From Data to Wisdom: Quality Improvement Strategies Supporting Large-scale Implementation of Evidence-Based Services
The goal of this article is to illustrate various strategies that the Hawaii Child and Adolescent Mental Health Division adopted to increase the use of empirical evidence to improve the quality services and outcomes for youth.
Daleiden, E. L., & Chorpita, B. F. (2005). From data to wisdom: Quality improvement strategies supporting large-scale implementation of evidence-based services. Child and adolescent psychiatric clinics of North America, 14(2), 329-349.
Evidence-Based Kernels: Fundamental Units Of Behavioral Influence
This paper describes evidence-based kernels; the fundamental units of behavioral underlie effective practices.
Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75-113.
Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology
This paper reviews some conceptual and theoretical models that have bearing on future research regarding this adoption process for evidence-based practices.
Kratochwill, T. R. (2005). Theories of Change and Adoption of Innovations: The Evolving Evidence-Based Intervention and Practice Movement in School Psychology. Psychology in the Schools.
Evidence-based practice: Promoting evidence-based interventions in school psychology
This report presents an overview of issues related to evidence-based practice and the role that the school psychology profession can play in developing and disseminating evidence-based interventions.
Kratochwill, T. R., & Shernoff, E. S. (2003). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18(4), 389.
How leadership matters: The effects of leaders' alignment on strategy implementation
This report focuses on how the consistency of leadership effectiveness across hierarchical levels influenced the implementation of a strategic initiative in a large health care system.
O'Reilly, C. A., Caldwell, D. F., Chatman, J. A., Lapiz, M., & Self, W. (2010). How leadership matters: The effects of leaders' alignment on strategy implementation. The Leadership Quarterly, 21(1), 104-113.
The Organization as a Filter of Institutional Diffusion
This study examines the effects of local contingencies in mediating the effects of policy in diffusion and implementation.
Penuel, W. R., Frank, K. A., Sun, M., Kim, C., & Singleton, C. (2013). The organization as a filter of institutional diffusion. Teachers College Record, 115(1), 306-339.
A transtheoretical approach to changing organizations
This article attempts to synthesize major approaches of organizational change into a single framework that can be applied by leaders to reduce resistance, increase participation, reduce dropout, and increase change progress among employees.
Prochaska, J. M., Prochaska, J. O., & Levesque, D. A. (2001). A transtheoretical approach to changing organizations. Administration and Policy in Mental Health and Mental Health Services Research, 28(4), 247-261.
Planning for the sustainability of community-based health programs: conceptual frameworks and future directions for research, practice and policy
This study provides an evidence-based look at the issue of sustainability.
Shediac-Rizkallah, M. C., & Bone, L. R. (1998). Planning for the sustainability of community-based health programs: conceptual frameworks and future directions for research, practice and policy. Health education research, 13(1), 87-108.
Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection.
This paper outlines effective practices such as accountability reporting and user-friendly data access in the use of student data.
Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295-308.
Source Effects In Communication And Persuasion Research: A Meta-Analysis Of Effect Size
This meta-analysis examines the impact and power of factors the field of persuasion.
Wilson, E. J., & Sherrell, D. L. (1993). Source effects in communication and persuasion research: A meta-analysis of effect size. Journal of the Academy of Marketing Science, 21(2), 101-112
Persuasion: What the Research Tells Us.
This paper examines research on the impact of persuasion.
Yates, J. (1992). Persuasion: What the Research Tells Us. Cambridge, MA: Sloan School, Massachusetts Institute of Technology.
TITLE
SYNOPSIS
Frameworks Institute
FrameWorks designs, conducts and publishes communications research to prepare nonprofit organizations to expand their constituency base, to build public will, and to further public understanding of specific social issues.
Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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