Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector

Area of Science:

• Child Psychology
• Educational Psychology
• Implementation Science

Background:

• Evidence-based programs (EBPs) show promise for reducing emotional and behavioral disorders (EBDs) in elementary students.
• Sustaining these EBPs in schools is hindered by various barriers, with limited research on effective strategies.
• Improving the long-term implementation and sustainability of EBPs is a critical priority in school mental health.

Purpose of the Study:

• To identify individual, intervention, and organizational factors that predict EBP treatment fidelity and modifications.
• To assess how EBP fidelity and modifications impact child outcomes during implementation and sustainment.
• To explore the mechanisms linking these factors to successful EBP sustainment in schools.

Main Methods:

• The SEISMIC project protocol is described, building on a randomized controlled trial of the BEST in CLASS program.
• A multi-level, interrupted time series design will analyze data from 96 teachers, 384 children, and 12 elementary schools.
• A mixed-method approach will examine relationships between baseline factors, fidelity, modifications, child outcomes, and sustainment mechanisms.

Main Results:

• This section is not applicable as the abstract describes a study protocol, not results.
• This section is not applicable as the abstract describes a study protocol, not results.
• This section is not applicable as the abstract describes a study protocol, not results.

Conclusions:

• Findings will inform the development of strategies to enhance the sustainability of EBPs in elementary school settings.
• Understanding implementation constructs is key to improving the long-term effectiveness of school-based mental health interventions.
• This research aims to bridge the gap between EBP efficacy and real-world, sustained application in schools.