scholarly journals The “Haves, Have Some, and Have Nots:” a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs

2021 ◽  
Author(s):  
Emilie Phillips Smith ◽  
Dawn P. Witherspoon ◽  
Pui-Wa Lei
Keyword(s):  
Peer Relationships ◽  
Latent Profile Analysis ◽  
Organizational Factors ◽  
Interactive Systems ◽  
Program Quality ◽  
Prevention Science ◽  
Evidence Based ◽  
Afterschool Programs ◽  
Evidence Based Practices ◽  
Latent Profile

AbstractImplementation of evidence-based practices is a critical factor in whether afterschool programs are successful in having a positive impact upon risk reduction and positive youth development. However, important prevention research reveals that contextual and organizational factors can affect implementation (Bradshaw & Pas in School Psychology Review, 40, 530–548, 2011) (Flaspohler et al., in American Journal of Community Psychology, 50(3-4), 271-281, 2012) (Gottfredson et al., Prevention Science, 3, 43–56, 2002) (McIntosh et al., Journal of Positive Behavior Interventions, 18(4), 209-218, 2016) (Payne in Prevention Science, 10, 151–167, 2009). Using a latent profile approach (LPA), this paper examines multiple organizational and neighborhood contextual factors that might affect the degree to which afterschool programs effectively implement evidence-based practices in the context of a cluster-randomized trial of the Paxis Good Behavior Game (PaxGBG). The Interactive Systems Framework (ISF) explores dimensions of capacity that might matter for prevention efforts. As expected, we found that well-resourced and high-quality programs performed well in terms of implementation (the Haves) and, in neighborhood contexts rich in racial-ethnic diversity. Yet, we found that some programs with less physical and material capacity (the Have Nots), demonstrated greater program quality (i.e., supportive adult and peer relationships, engagement, a sense of belonging) and implementation, relative to programs with better capacity (e.g., space, material resources, staffing, and leadership, the Have Somes). While capacity matters, intentional prevention initiatives that seek to promote evidence-based practices are helpful to sites in supporting organizations that might otherwise fail to provide quality programming for youth. This paper addresses a conundrum in prevention science, namely, how to make programming accessible to those who need it with a focus on organizational processes, program quality, and implementation of evidence-based practices.

The Role of Organizational Processes in Dissemination and Implementation Research

2017 ◽  
Author(s):  
Gregory A. Aarons ◽  
Joanna C. Moullin ◽  
Mark G. Ehrhart
Keyword(s):  
Health Care ◽  
Organizational Development ◽  
Organizational Factors ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Organizational Strategies ◽  
Evidence Based Practices ◽  
Effective Dissemination ◽  
Dissemination And Implementation Research ◽  
Ebp Implementation

Both organizational characteristics and specific organizational strategies are important for the effective dissemination and implementation of evidence-based practices (EBPs) in health and allied health care settings, as well as mental health, alcohol/drug treatment, and social service settings. One of the primary goals of this chapter is to support implementers and leaders within organizations in attending to and shaping the context in which implementation takes place in order to increase the likelihood of implementation success and long-term sustainment. The chapter summarizes some of the most critical organizational factors and strategies likely to impact successful evidence-based practice implementation. There are myriad approaches to supporting organizational development and change—this chapter focuses on issues supported by relevant scientific literatures, particularly those germane to EBP implementation in health care and related settings.

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation

2021 ◽  
pp. 0306624X2110491
Author(s):  
Sara Debus-Sherrill ◽  
Alex Breno ◽  
Faye S. Taxman
Keyword(s):  
Organizational Culture ◽  
Survey Data ◽  
Evidence Based Practice ◽  
Organizational Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Weak Evidence ◽  
The Impact

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization’s ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Organizational Factors and Probation Officer Use of Evidence-Based Practices: A Multilevel Examination

2017 ◽  
Vol 62 (6) ◽  
pp. 1648-1667 ◽  
Author(s):  
Jill Viglione ◽  
Brandy L. Blasko ◽  
Faye S. Taxman
Keyword(s):  
Case Management ◽  
Organizational Factors ◽  
Probation Officer ◽  
Probation Officers ◽  
Evidence Based ◽  
Research Support ◽  
Evidence Based Practices ◽  
Referral Practices ◽  
Supervision Practices ◽  
Staff Commitment

Growing evidence pointing to the ineffectiveness of control-oriented supervision practices has led to an emphasis on evidence-based practices (EBPs), or practices that are empirically tied to recidivism reduction. Research on EBPs in probation highlights the importance of case management-oriented supervision and provision of proactive, appropriate program referrals. Despite research support, challenges exist regarding implementing EBPs in real-world practice. Utilizing survey data from 813 adult probation officers across 43 agencies, the current study examined variation in use of case management and proactive referral practices. Findings highlight the important role organizational commitment plays in supporting implementation efforts. Implications suggest a need for probation agencies to promote and sustain staff commitment to their agency before embarking on significant reform efforts.

scholarly journals Organizational Factors Influencing Implementation of Evidence-Based Practices for Integrated Treatment in Behavioral Health Agencies

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Caroline A. Bonham ◽  
David Sommerfeld ◽  
Cathleen Willging ◽  
Gregory A. Aarons
Keyword(s):  
New Mexico ◽  
Organizational Climate ◽  
Behavioral Health ◽  
Organizational Factors ◽  
Integrated Treatment ◽  
Financial Resources ◽  
Evidence Based ◽  
Mixed Method Research ◽  
Evidence Based Practices ◽  
Community Agencies

Objective. In recent years, New Mexico has prioritized integrated treatment for cooccurring mental health and substance use disorders within its public behavioral health system. This report describes factors likely to be important when implementing evidence-based practices (EBPs) in community agencies.Methods. Our mixed-method research design consisted of observations, semistructured interviews, and surveys undertaken with employees at 14 agencies at baseline and after 18 months. We developed four-agency typologies based on iterative coding and analysis of observations and interviews. We then examined survey data from employees at the four exemplar agencies to validate qualitative findings.Results. Financial resources and strong leadership impacted agency capacity to train providers and implement EBPs. Quantitative analysis of service provider survey responses from these agencies (N= 38) supported qualitative findings and demonstrated significant mean score differences in leadership, organizational climate, and attitudes toward EBPs in anticipated directions.Conclusion. The availability of strong leadership and financial resources were key components to initial implementation success in this study of community agencies in New Mexico. Reliance only on external funding poses risks for sustainment when demoralizing work climates precipitate employee turnover. Strong agency leadership does not always compensate for deficient financial resources in vulnerable communities.

Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation

Autism ◽  
2021 ◽  
pp. 136236132110167
Author(s):  
Jessica Suhrheinrich ◽  
Melina Melgarejo ◽  
Brittney Root ◽  
Gregory A Aarons ◽  
Lauren Brookman-Frazee
Keyword(s):  
Autism Spectrum Disorder ◽  
School Districts ◽  
Organizational Factors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Barriers And Facilitators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Rural Districts ◽  
Students With Autism

Research regarding variables influencing evidence-based practice implementation within school services for students with autism spectrum disorder is limited. Using qualitative methods, the current study applies the Exploration, Preparation, Implementation, and Sustainment framework to characterize factors impacting the implementation of practices for students with autism spectrum disorder across urban and rural school districts. The guiding questions of the study include: (1) Are contextual factors perceived as barriers or facilitators, and do these perceptions vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in understanding the current process of evidence-based practice implementation within the school context and may help identify intervention targets to include in implementation planning. Lay abstract The law requires that schools use evidence-based practices to educate students with autism spectrum disorder. However, these practices are often not used, or are not used correctly in school programs. Understanding barriers and facilitators of use of evidence-based practices in schools will help improve the implementation process. This study uses focus groups to characterize how school-based providers representing urban or rural school districts perceive barriers and facilitators for implementing new practices for students with autism spectrum disorder. Guiding questions include the following: (1) Are contextual factors perceived as barriers or facilitators and how do these vary by district location? and (2) What are the key factors impacting implementation across the Exploration, Preparation, Implementation, and Sustainment phases? Focus group participants ( n = 33) were service providers to children with autism spectrum disorder from urban- and rural-located school districts. Several personnel-related themes (attitudes and buy-in, knowledge and skills, staffing, and burnout) were shared by participants representing both urban and rural districts. However, some personnel-related themes and organizational factors were unique to rural or urban districts. For example, themes related to system and organizational factors (leadership approval, support and expectations, district structure, competing priorities, time for effective professional development, litigation and due process, and materials and resources) differed between the district locations. This project serves as an initial step in identifying implementation strategies that may improve the use of evidence-based practices in schools.

Striving for Social Good Through Organizational Inclusion: A Latent Profile Approach

2019 ◽  
Vol 30 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Kim C. Brimhall ◽  
Monique Saastamoinen
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Empirical Work ◽  
Work Practice ◽  
Personal Characteristics ◽  
Social Work Practice ◽  
Evidence Based ◽  
Organizational Leaders ◽  
Social Good ◽  
Latent Profile

Purpose: Promoting social good in the context of diverse organizations inevitably involves creating inclusive work environments wherein all members feel valued and appreciated for who they are. However, limited empirical work has uncovered evidence-based tools that can help organizational leaders strive for more inclusive organizations. Method: The current study used latent profile analysis as an empirical tool to provide a more in-depth understanding of workplace inclusion. Data were collected from a diverse nonprofit organization with 213 employees. Results: Findings suggested two latent profiles or subgroups of employees (those who felt less valued and those who felt more valued) who shared similar personal characteristics. Discussion: This information can be used to develop culturally sensitive and inclusive evidence-based workplace interventions that achieve social good by ensuring everyone in the organization feels valued. Implications are discussed for expanding macrolevel social work practice for professionals interested in promoting social good in diverse organizations.

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