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Testing an Organizational Implementation Process Model Related to Teachers' Implementation-Related Attitudes and Behaviors: A Multilevel Mediation Analysis
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Catherine M. Corbin; Yanchen Zhang; Mark G. Ehrhart; Jill Locke; Aaron R. Lyon – Prevention Science, 2024
The effectiveness of school-based universal prevention programs is frequently diminished due to low-quality implementation. Organizational factors support high-quality implementation because of their broad influence across implementers. Conceptually, implementation leadership (i.e., behaviors that prioritize, reward, and support evidence-based…
Descriptors: Elementary School Teachers, Evidence Based Practice, Principals, Program Implementation
The Incremental Association of Implementation Leadership and School Personnel Burnout beyond Transformational Leadership
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Catherine M. Corbin; Aaron R. Lyon; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Jill Locke – School Psychology, 2024
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…
Descriptors: School Personnel, Burnout, Transformational Leadership, Program Implementation
Not Getting Better but Not Getting Worse: A Cluster Randomized Controlled Pilot Trial of a Leadership Implementation Strategy
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Jill Locke; Catherine M. Corbin; Roger G. Goosey; Vaughan K. Collins; Mark G. Ehrhart; Kurt Hatch; Christine Espeland; Aaron R. Lyon – Grantee Submission, 2025
Background: Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration of implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an implementation strategy called Helping…
Descriptors: Evidence Based Practice, Leadership Training, Program Implementation, Program Effectiveness
The Incremental Association of Implementation Leadership and School Personnel Burnout beyond Transformational Leadership
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Catherine M. Corbin; Aaron R. Lyon; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Jill Locke – Grantee Submission, 2023
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…
Descriptors: School Personnel, Burnout, Transformational Leadership, Program Implementation
Helping Educational Leaders Mobilize Evidence (HELM): The Iterative Redesign of the Leadership and Organizational Change for Implementation (LOCI) Intervention for Use in Schools
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Jill Locke; Cathy M. Corbin; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Kurt Hatch; Christine Espeland; Clayton R. Cook; Aaron R. Lyon – Grantee Submission, 2024
Background: Few "intervention agnostic" strategies have been developed that can be applied to the broad array of evidence-based practices (EBPs) in schools. This paper describes two studies that reflect the initial iterative redesign phases of an effective leadership-focused implementation strategy--Leadership and Organizational Change…
Descriptors: Program Implementation, Intervention, Educational Strategies, Elementary Schools
Construct Validity of the School-Implementation Climate Scale
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Andrew J. Thayer; Clayton R. Cook; Chayna Davis; Eric C. Brown; Jill Locke; Mark G. Ehrhart; Gregory A. Aarons; Elissa Picozzi; Aaron R. Lyon – Grantee Submission, 2022
Background: Implementation climate is an organizational construct theorized to facilitate the adoption and delivery of evidence-based practices. Within schools, teachers often are tasked with implementing universal prevention programs. Therefore, they are ideal informants when assessing school implementation climate for initial and continuous…
Descriptors: Construct Validity, Evidence Based Practice, Organizational Climate, Program Implementation
Two Sides of the Same Coin: A Qualitative Study of Multiple Stakeholder Perspectives on Factors Associated with Implementation of Evidence-Based Practices for Children with Autism in Elementary Schools
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Kaitlyn Ahlers; Maria L. Hugh; Lindsay Frederick; Jill Locke – Grantee Submission, 2021
Schools are the primary setting in which autistic youth receive intervention, yet fidelity to implementation of evidence-based practices (EBPs) for autism in schools varies. Fidelity is an important metric to determine whether educators are delivering EBPs as designed, and there are many different factors that predict fidelity to EBP…
Descriptors: Stakeholders, Program Implementation, Evidence Based Practice, Elementary School Students