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Related Experiment Videos

Opening the black box: using process evaluation measures to assess implementation and theory building.

T W Harachi1, R D Abbott, R F Catalano

  • 1Social Development Research Group, University of Washington, School of Social Work, Seattle 98195, USA.

American Journal of Community Psychology
|February 17, 2000
PubMed
Summary

This study examined how teachers implemented a school-based prevention program. Findings show positive impacts on teaching practices and support links between teacher strategies and student behavior.

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Area of Science:

  • Prevention Science
  • Educational Psychology
  • Implementation Science

Background:

  • Growing recognition in prevention science for evaluating intervention mechanisms.
  • Importance of program implementation in school-based preventive interventions.
  • Need to assess fidelity of curriculum delivery by teachers.

Purpose of the Study:

  • To illustrate the use of process measures for examining intervention implementation.
  • To assess the implementation of a teaching staff development intervention.
  • To investigate the program's underlying theoretical basis and its link to outcomes.

Main Methods:

  • Utilized process measures from a multicomponent school-based prevention program.
  • Employed hierarchical linear models due to the nested study design.

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  • Examined changes in teaching strategies by condition and their relationship with student behaviors.

    • Main Results:

    • Teaching practices in two of six intervention areas showed positive impact within 18 months.
    • Hierarchical linear models supported hypothesized relationships between teaching practices and student behaviors.
    • Implementation fidelity of the staff development intervention was assessed.

    Conclusions:

    • Process measures are valuable for understanding intervention implementation in schools.
    • Effective teaching strategies derived from the intervention positively influenced student behavior.
    • The study supports the theoretical framework linking teacher practices to student outcomes.