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The Role of Readiness in Promoting the Adoption and Effectiveness of Evidence- Based Prevention Practices
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AMERICAN INSTITUTES FOR RESEARCH
Agenda
Acknowledgements
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The Role of Readiness in Promoting the Adoption and Effectiveness - - PowerPoint PPT Presentation
The Role of Readiness in Promoting the Adoption and Effectiveness - - PowerPoint PPT Presentation
The Role of Readiness in Promoting the Adoption and Effectiveness of Evidence- Based Prevention Practices Allison Dymnicki, Sabrina Arredondo Mattson, Elizabeth Spier, Beverly Kingston, Frances Miller, Jonathan Scaccia 1 Acknowledgements
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Agenda
- Overview of key components of readiness
- Description of Safe Communities Safe Schools model and
evaluation design
- Preliminary readiness findings
Overview
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Agenda
Key Components of Readiness
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Dymnicki, Wandersman, Osher, Grigorescu, V., & Huang, 2014
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AgendaReadiness Assumptions
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AgendaReadiness Assumptions
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Agenda
Safe Communities Safe Schools (SCSS)
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A Comprehensive Framework
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SCSS Logic Model
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Staggered entry randomized control trial with 46 Colorado Schools to address if the model:
1.Is implemented as intended 2.Effective when implemented
as intended
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Evaluation Design and Sample
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Two-step readiness approach
- 1. Readiness feasibility visits
- 2. Comparison of scores on 90-item Readiness
Monitoring Tool (Wandersman & Scaccia, 2017) completed annually by school-based team members
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Methods
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Step 1: 46 of 60 schools met readiness criteria and agreed to participate Step 2: Schools report (at onset) having a champion that supports the SCSS model The SCSS model is compatible with schools’ values and norms Schools enjoy implementing the SCSS model Leadership support increased Prioritizing the SCSS model increased Supportive climate for the SCSS model increased
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Readiness Assessment Results: Year 1 & 2
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- Determining the ideal type of schools to partner with on
comprehensive school change efforts
- Understanding how to foster components of readiness and
which components can be strengthened through training and technical assistance
- Thinking through how we do this work without increasing
disparities
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Implications
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- Explore how the readiness data (both overall levels and
changes in readiness components) relates to fidelity of implementation data
- Explore sequential relationship of readiness to
implementation to targeted outcomes
- Explore which aspects of readiness are malleable for
schools that don’t begin “ready”
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Next Steps
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Thank You!
Allison Dymnicki adymnicki@air.org 270 768-7063
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- Dymnicki, A., Wandersman, A., Osher, D., Grigorescu, V., & Huang, L. (2014). Willing, Able à Ready:
Basics and Policy Implications of Readiness as a Key Component For Implementation of Evidence- Based Practices. Washington, DC: American Institutes for Research.
- Kingston, B., Arredondo Mattson, S., Dymnicki, A., Spier, E., Fitzgerald, M., Shipman, K., Goodrum,
- S. et al. (2018) Building schools’ readiness to implement a comprehensive approach to school safety.
Clinical Child and Family Psychology Review 21 (4): 433-449.
- Wandersman, A., & Scaccia, J. (2017). Organizational readiness: Measurement and as a predictor of
progress: Final Report. Prepared for the Robert Wood Johnson Foundation. Award # 35497.
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