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Related Experiment Video

Updated: Jun 9, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Evidence-based programs in school settings: barriers and recent advances.

Joelle D Powers¹, Natasha K Bowen, Gary L Bowen

¹School of Social Work, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina 27599-3550, USA. jdpowers@email.unc.edu

Journal of Evidence-Based Social Work

|August 28, 2010

Summary

This summary is machine-generated.

Evidence-based programs are not used in schools due to high costs and difficult training. Improving access to program information and addressing these barriers is crucial for successful implementation in educational settings.

Related Experiment Videos

Last Updated: Jun 9, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

Educational Psychology
Implementation Science

Background:

Despite calls for evidence-based practice (EBP) in schools, empirically supported interventions are rarely implemented.
Barriers to the adoption of EBPs in educational settings require identification to facilitate wider use.

Purpose of the Study:

To examine the implementation requirements and information availability of school-based intervention programs.
To identify specific characteristics and factors that act as barriers to the use of EBPs in schools.

Main Methods:

The study analyzed 51 school-based intervention programs.
Data collection focused on implementation requirements (e.g., costs, training, staffing) and the accessibility of program information.

Main Results:

Significant implementation obstacles were identified, including high start-up costs.
Challenging training and staffing needs were found to be major barriers.
A lack of easily accessible information about intervention programs was a key finding.

Conclusions:

High costs, complex training/staffing, and poor information access hinder the implementation of evidence-based programs in schools.
Addressing these identified barriers is essential for increasing the adoption and effective use of EBPs in educational settings.
Findings offer implications for both research and practice to improve intervention delivery in schools.