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Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Published on: June 20, 2020

Using the interactive systems framework in understanding the relation between general program capacity and

Linda C Halgunseth1, Chakema Carmack, Sharon S Childs

  • 1Department of Human Development and Family Studies, The Pennsylvania State University, 106 Gardner House, University Park, PA 16802, USA. lch15@psu.edu

American Journal of Community Psychology
|March 22, 2012
PubMed
Summary
This summary is machine-generated.

General capacity in afterschool programs, including organization and community ties, significantly boosts the implementation of prevention programs like the Good Behavior Game (GBG). High capacity across multiple levels ensures better program fidelity and quality.

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Area of Science:

  • Implementation Science
  • Afterschool Programs
  • Youth Behavioral Interventions

Background:

  • Evidence-based prevention programs require effective implementation strategies for success.
  • Afterschool settings present unique challenges and opportunities for program delivery.
  • The Interactive Systems Framework (ISF) provides a model for understanding implementation factors.

Purpose of the Study:

  • To examine the influence of general capacity on the implementation of the Good Behavior Game (GBG) in afterschool settings.
  • To assess how organizational and community capacity levels impact intervention fidelity and quality.
  • To understand the role of the Interactive Systems Framework (ISF) in afterschool program implementation.

Main Methods:

  • Utilized the Interactive Systems Framework (ISF) to guide the study.
  • Implemented the Good Behavior Game (GBG) intervention across eight afterschool sites.
  • Provided training and weekly on-site coaching support to afterschool staff.

Main Results:

  • Afterschool programs with high organizational and community capacity demonstrated the highest GBG implementation scores.
  • Sites scoring high on only one capacity level showed lower implementation outcomes.
  • Strong organizational structures, adequate facilities, and robust community linkages correlated with superior implementation fidelity and quality.

Conclusions:

  • General capacity, encompassing both organizational and community aspects, is crucial for successful prevention program implementation in afterschool settings.
  • The interaction between multiple levels of general capacity is vital for promoting evidence-based practices.
  • Findings underscore the need to consider holistic capacity-building for effective afterschool interventions, though caution is advised due to a small sample size.