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Articles linked to this work by shared authors, journal, and citation graph.

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Same author

The relative importance of provider, program, school, and community predictors of the implementation quality of school-based prevention programs.

Prevention science : the official journal of the Society for Prevention Research·2009
Same author

School predictors of the intensity of implementation of school-based prevention programs: results from a national study.

Prevention science : the official journal of the Society for Prevention Research·2006
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Do predictors of the implementation quality of school-based prevention programs differ by program type?

Allison Ann Payne1

  • 1Department of Sociology and Criminal Justice, Villanova University, 800 Lancaster Avenue, Villanova, PA 19085-1699, USA. allison.payne@villanova.edu

Prevention Science : the Official Journal of the Society for Prevention Research
|December 23, 2008
PubMed
Summary
This summary is machine-generated.

School program effectiveness hinges on implementation quality. Key factors like training and support impact quality differently for individual versus environmental programs, guiding future prevention strategies.

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Area of Science:

  • Educational Psychology
  • Public Health
  • Program Implementation Science

Background:

  • School-based prevention programs' effectiveness is significantly influenced by their implementation quality.
  • While factors like training, integration, and support are linked to quality, their differential impact across program types remains unclear.

Purpose of the Study:

  • To investigate how school and program-specific factors influence the implementation quality of prevention programs.
  • To determine if the impact of these factors varies between individual-level and environmental-level school programs.

Main Methods:

  • Utilized structural equation modeling on data from a nationally representative sample of 544 schools.
  • Controlled for exogenous community factors to isolate the effects of school and program variables.

Main Results:

  • Identified key factors influencing implementation quality, including local program selection, training, school integration, organizational capacity, principal support, and standardization.
  • Demonstrated that the relative importance of these factors differs significantly between individual-level (e.g., behavior modification) and environmental-level (e.g., school climate) programs.

Conclusions:

  • Implementation factors have a differential impact based on the type of school-based prevention program.
  • Findings offer crucial insights for optimizing the implementation of diverse school prevention initiatives to enhance effectiveness.