Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework

2015 ◽  
Vol 58 (6) ◽  
Author(s):  
Howard Goldstein ◽  
Arnold Olszewski
Keyword(s):  
Early Literacy ◽  
Implementation Science ◽  
Intervention Development ◽  
Literacy Curriculum ◽  
Evidence Based Practices ◽  
Awareness Curriculum ◽  
Using Data ◽  
Science Framework ◽  
Post Hoc ◽  
User Friendly

PurposeThis article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development.MethodIntervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of intervention development that was paralleled by a focus on implementation in early childhood settings. The exploration, preparation, implementation, sustainment framework is used to describe factors that need to be considered during a progression through these 4 phases of implementation. A post hoc analysis provides insight into a rather nonlinear progression of intervention development and highlights considerations and activities that have facilitated implementation.ConclusionsThe guiding principles of the exploration, preparation, implementation, sustainment implementation science framework highlight the important considerations in developing effective and practical interventions. Considering implementation and sustainment during the intervention development process and using data-based decision making has the potential to expand the availability of user-friendly evidence-based practices in communication sciences and disorders and encourage a bridging of the researcher–clinician gap.

Complicating What it Means to ‘Struggle’: One Young Child's Experience with a Mandated Literacy Initiative

2009 ◽  
Vol 10 (3) ◽  
pp. 218-231 ◽  
Author(s):  
Tamara Glupczynski Spencer
Keyword(s):  
New York ◽  
New York City ◽  
Early Literacy ◽  
Literacy Practices ◽  
High Stakes Testing ◽  
Literacy Curriculum ◽  
High Stakes ◽  
School Based ◽  
Using Data ◽  
Reading First Initiative

In this article, the author explores the implementation of the K-3 Reading First initiative and its recommendation for scientifically based reading curricula. During a time of high-stakes testing and accountability, this policy has emphasized a skills-based approach to reading and placed importance on scripted teaching models. Using data from a qualitative study in a public school in New York City, the author draws on the experiences of one young child to see how the standardization of early literacy curriculum shaped his school-based literacy practices.

Dissemination and Implementation of Evidence-Based Trauma Interventions for Youth

2020 ◽  
Author(s):  
Hilary E. Kratz ◽  
Mary L. Phan ◽  
Jacqueline E. Buck ◽  
Kelsey Sanner ◽  
Alexandra R. Tabachnick ◽  
...  
Keyword(s):  
United States ◽  
Implementation Science ◽  
Large Scale ◽  
The United States ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Trauma Informed ◽  
Practice Gap ◽  
Science Framework

Although a number of trauma treatments for youth have demonstrated efficacy in research settings, the promise of these treatments has not yet been realized via widespread implementation in usual care settings. Implementation science, the scientific study of methods to increase the adoption, uptake, and sustainment of evidence-based practices (EBPs), can help to inform this research-to-practice gap. This chapter applies principles from implementation science to review what has been learned so far about the dissemination and implementation of EBPs for youth impacted by trauma in the United States and the next steps for this field. First, the chapter describes the large-scale efforts that have been made in the United States to disseminate and implement these EBPs. Second, it applies an implementation science framework, the exploration, preparation, implementation, and sustainment framework, to organize what has been learned from these efforts about barriers and facilitators to implementation and sustainability. Third, a case study is presented illustrating how this knowledge was applied to develop a trauma-informed system of care in Philadelphia. Finally, the chapter offers research and practical recommendations to improve the dissemination and implementation of EBPs for trauma-affected youth.

scholarly journals Accelerating Translation of Interventions: Does It Need to Take 17 Years for Older Adults to Benefit From Science?

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 525-525
Author(s):  
Janet Bettger ◽  
Janet Prvu Bettger
Keyword(s):  
Older Adults ◽  
Implementation Science ◽  
Behavioral Intervention ◽  
Scale Up ◽  
Intervention Development ◽  
Well Being ◽  
Stage Model ◽  
Evidence Based Practices ◽  
Adoption And Implementation ◽  
Evidence Generation

Abstract Translation of evidence refers to widespread dissemination, adoption and implementation of interventions that can have a significant effect on population health. However, effective translation has been slow; significant lags and inconsistent uptake impede intended benefits for older adults. In response, interest and investments in implementation science as the study of methods to promote the adoption and integration of evidence into real-world settings have rapidly increased. By definition, the methodology applies to evidence-based practices, interventions, and policies. But the process of evidence generation can still be prolonged. This paper introduces a framework being tested at the Duke Roybal Center that integrates a model for behavioral intervention development and testing with principles of implementation science in order to accelerate translation across all phases of behavioral research. Attendees will first learn about the NIH Stage Model supported by NIA that guides researchers to identify, define, and clarify an array of activities across six stages of behavioral intervention development. These stages define components of intervention generation, pilot and then efficacy testing, effectiveness research and ultimately implementation of potent theory-driven interventions that improve health and well-being. With this foundation, the Duke framework will be presented to illustrate how concepts of several common implementation science frameworks and models can be integrated within the different stages. Interactive case studies will be used to illustrate application of this new integrated framework for evidence generation, accelerated implementation and scale-up, and pathways for translation. Integrating the Stage Model with principles from implementation science can accelerate translation.

scholarly journals “P3”: an adaptive modeling tool for post-COVID-19 restart of surgical services

JAMIA Open ◽  
2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Divya Joshi ◽  
Ali Jalali ◽  
Todd Whipple ◽  
Mohamed Rehman ◽  
Luis M Ahumada
Keyword(s):  
Data Warehouse ◽  
Predictive Analytics ◽  
Surgical Patient ◽  
Protective Equipment ◽  
Operating Room Personnel ◽  
Surgical Services ◽  
Multiple Variable ◽  
Multiple Variables ◽  
Using Data ◽  
User Friendly

Abstract Objective To develop a predictive analytics tool that would help evaluate different scenarios and multiple variables for clearance of surgical patient backlog during the COVID-19 pandemic. Materials and Methods Using data from 27 866 cases (May 1 2018–May 1 2020) stored in the Johns Hopkins All Children’s data warehouse and inputs from 30 operations-based variables, we built mathematical models for (1) time to clear the case backlog (2), utilization of personal protective equipment (PPE), and (3) assessment of overtime needs. Results The tool enabled us to predict desired variables, including number of days to clear the patient backlog, PPE needed, staff/overtime needed, and cost for different backlog reduction scenarios. Conclusions Predictive analytics, machine learning, and multiple variable inputs coupled with nimble scenario-creation and a user-friendly visualization helped us to determine the most effective deployment of operating room personnel. Operating rooms worldwide can use this tool to overcome patient backlog safely.

scholarly journals Handrails through the Swamp? A Pilot to Test the Integration and Implementation Science Framework in Complex Real-World Research

2021 ◽  
Vol 13 (10) ◽  
pp. 5491
Author(s):  
Melissa Robson-Williams ◽  
Bruce Small ◽  
Roger Robson-Williams ◽  
Nick Kirk
Keyword(s):  
Pilot Study ◽  
Case Studies ◽  
Implementation Science ◽  
Real World ◽  
Environmental Problems ◽  
Environmental Research ◽  
Integrative Framework ◽  
The World ◽  
Science Framework ◽  
Real World Problems

The socio-environmental challenges the world faces are ‘swamps’: situations that are messy, complex, and uncertain. The aim of this paper is to help disciplinary scientists navigate these swamps. To achieve this, the paper evaluates an integrative framework designed for researching complex real-world problems, the Integration and Implementation Science (i2S) framework. As a pilot study, we examine seven inter and transdisciplinary agri-environmental case studies against the concepts presented in the i2S framework, and we hypothesise that considering concepts in the i2S framework during the planning and delivery of agri-environmental research will increase the usefulness of the research for next users. We found that for the types of complex, real-world research done in the case studies, increasing attention to the i2S dimensions correlated with increased usefulness for the end users. We conclude that using the i2S framework could provide handrails for researchers, to help them navigate the swamps when engaging with the complexity of socio-environmental problems.

scholarly journals Applying the Lessons of Implementation Science to Maximize Feasibility and Usability in Team Science Intervention Development

2021 ◽  
pp. 1-20
Author(s):  
Betsy Rolland ◽  
Felice Resnik ◽  
Sarah D. Hohl ◽  
LaKaija J. Johnson ◽  
Mondira Saha-Muldowney ◽  
...  
Keyword(s):  
Implementation Science ◽  
Intervention Development ◽  
Team Science ◽  
Science Intervention

scholarly journals Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education

2021 ◽  
Vol 11 (3) ◽  
pp. 129
Author(s):  
Gabrielle Wilcox ◽  
Cristina Fernandez Conde ◽  
Amy Kowbel
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Evidence Based ◽  
Teacher Capacity ◽  
Evidence Based Practices ◽  
Full Inclusion ◽  
Current State ◽  
Inclusive Settings ◽  
Using Data ◽  
Data Based Decision Making

There are longstanding calls for inclusive education for all regardless of student need or teacher capacity to meet those needs. Unfortunately, there are little empirical data to support full inclusion for all students and even less information on the role of data-based decision making in inclusive education specifically, even though there is extensive research on the effectiveness of data-based decision making. In this article, we reviewed what data-based decision making is and its role in education, the current state of evidence related to inclusive education, and how data-based decision making can be used to support decisions for students with reading disabilities and those with intellectual disabilities transitioning to adulthood. What is known about evidence-based practices in supporting reading and transition are reviewed in relationship to the realities of implementing these practices in inclusive education settings. Finally, implications for using data-based decisions in inclusive settings are discussed.

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