Implementation of Evidence-Based Preventive Parenting Programs

实施循证预防性育儿计划

• 批准号: 8503093
• 负责人: Cady Berkel
• 金额: $ 52.77万
• 依托单位: ARIZONA STATE UNIVERSITY-TEMPE CAMPUS
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-06-15 至 2018-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8503093
• 关键词: Address; Affect; Alcohol or Other Drugs use; American; Arizona; Attitude; Behavior; Cessation of life; Characteristics; Child; Communities; County; Data; Data Analyses; Diffusion of Innovation; Dimensions; Discipline; Divorce; Drug usage; Educational Curriculum; Ensure; Ethnic Origin; Evidence based program; Failure; Funding; Gender; Gold; Individual; Intervention; Knowledge; Link; Maps; Measurement; Mediating; Mediator of activation protein; Mental Health; Methods; Modeling; Monitor; National Institute of Drug Abuse; Outcome; Parenting behavior; Parents; Participant; Pathway interactions; Patient Self-Report; Preventive; Provider; Public Health; Reporter; Research; Research Personnel; Sampling; Source; Substance abuse problem; Testing; Time; Training; Translating; adolescent substance use; cost; court; design; economic cost; effectiveness trial; efficacy trial; evidence base; experience; group intervention; improved; meetings; parental influence; parental role; programs; public health relevance; response; skills; substance use prevention; theories

DESCRIPTION (provided by applicant): Poor implementation explains significant reductions in effect sizes when Evidence-Based Programs (EBPs) are translated to real-world settings (Henggeler, 2004). Multiple dimensions of implementation influence outcomes (Durlak & DuPre, 2008), but only four occur within the delivery of program sessions and, as a result, are potential modifiable sources of disconnect between the program as designed and as implemented: 1) fidelity (amount of curriculum providers deliver), 2) positive adaptations (the quality of unscriptd additions providers make during delivery), 3) quality of delivery (skill with which providers delivr material and interact with participants, and 4) participant responsiveness (level of program participation, such as participant attendance and program skill use). Identifying efficient methods to monitor these 4 dimensions (Schoenwald, et al., 2011) as well as understanding how they interrelate to influence outcomes (Berkel, Mauricio, et al., 2011) and change across sessions has important implications for maintaining EBP effects in real-world settings. The proposed research uses data from the NIDA-funded effectiveness trial of the New Beginnings Program (NBP; R01DA026874) and independent observer data that we will collect. NBP is a parenting intervention that improves youth substance use and mental health outcomes in response to parental divorce (Wolchik, et al., 2002) through effects on intervention-targeted parenting mediators (McClain, et al., 2010). Community providers will deliver the NBP to approximately 550 parents across 75 intervention groups through a partnership with 5 county-level courts in Arizona. The effectiveness trial will only collect independent observer data on 10% of sessions and only examine simple, direct effects of implementation on outcomes. This study builds on the NBP trial by collecting independent observer data for 100% of sessions, providing the required data to address 3 research aims that will inform critical questions in implementation measurement and theory. In Aim 1, we compare the reliability and predictive validity of fidelity, positive adaptation, and quality across independent observer ratings, provide self-report, and supervisor ratings. We also examine sampling strategies to identify the optimal quantity of data (e.g., 10%, 20%) that must be sampled to reliably assess fidelity, positive adaptations, and quality and if this is contingent on program activity type (e.g., didactic versus skills practice) or provider characteristics (e.g., experience, attitudes about EBPs). In Aim 2, we test theoretical frameworks explaining implementation effects on outcomes and examine the role of parent gender and ethnicity within these frameworks. Aim 2 builds on extant studies by testing: a) moderational and meditational hypotheses about the effects of provider behaviors (i.e., fidelity, adaptation, quality) on responsiveness and outcomes, b) the temporal precedence of provider behavior effects on responsiveness and outcomes, and c) the moderating effects of parent gender and ethnicity on model pathways. In Aim 3, we examine changes in fidelity, adaptation, and quality over time and the influence of provider characteristics on these changes.

描述（由申请人提供）：实施不佳，说明了将基于证据的程序（EBP）转换为现实世界中的现实设置时的显着减少大小（Henggeler，2004年）。实施影响结果的多个维度（Durlak＆Dupre，2008年），但在计划会议的交付中只有四个发生，因此，在设计和实施的程序之间可能会改变的脱节来源：1）忠诚度（1）课程量（课程提供者的量），质量不合格（2）质量的代理人（2）质量的代理人，这些质量是质量的，这些质量是质量的。 Delivr材料并与参与者互动，以及4）参与者的响应能力（计划参与的水平，例如参与者出勤和计划技能使用）。确定有效的方法来监测这4个维度（Schoenwald等，2011），并了解它们如何相互关联影响结果（Berkel，Mauricio等，2011）和整个会话的变化具有重要的含义，这对在现实世界中保持EBP效应具有重要意义。拟议的研究使用了NEDA资助的新开始计划（NBP； R01DA026874）和我们将收集的独立观察者数据的数据。 NBP是一种育儿干预措施，可以通过对靶向干预措施的育儿媒介的影响（McClain等，2010）来改善对父母离婚的响应（Wolchik等，2002）的响应（Wolchik等，2002）。社区提供者将通过与亚利桑那州5个县级法院的合作伙伴关系将NBP交付给75个干预小组的大约550个父母。该有效性试验只会收集10％会议的独立观察者数据，而仅检查实施对结果的简单，直接影响。这项研究是在NBP试验的基础上，通过收集100％会议的独立观察者数据，提供所需的数据来解决3个研究目的，这些研究目标将为实施测量和理论中的关键问题提供信息。在AIM 1中，我们比较了独立观察者评级的忠诚度，正适应和质量的可靠性和预测有效性，提供自我报告和主管评级。我们还研究了必须采样的采样策略，以确定必须对数据的最佳数据（例如10％，20％），以可靠地评估保真度，正适应和质量，并且如果这取决于程序活动类型（例如Didactic verss Skills versus versus实践）或提供者特征（例如，经验，经验，对EBPS）。在AIM 2中，我们 测试解释实施对结果的影响的理论框架，并检查父母性别和种族在这些框架中的作用。 AIM 2通过测试建立在现有研究的基础上：a）关于提供者行为的影响（即保真度，适应性，质量，质量）对响应性和结果的影响，b）提供者行为效应对响应和响应的时间优先级，以及c）父母性别和民族对模型的适应影响。在AIM 3中，我们检查了随着时间的流逝，忠诚度，适应性和质量的变化以及提供商特征对这些变化的影响。