为支持基于学校的预防计划的实用个人级实施战略进行混合型3有效性实施试验的协议
Aaron R Lyon1, Clayton R Cook2, Madeline Larson2
1University of Washington, 6200 NE 74Th Street, Suite 100, Seattle, WA, 98115, USA. lyona@uw.edu.
本研究介绍了成功实施学校教师 (BASIS-T) 战略的信念和态度,以改善教育工作者对儿童的社会,情感和行为 (SEB) 挑战的基于证据的实践的采用.
科学领域:
- 实施科学 实施科学
- 教育心理学教育心理学
- 儿童和青少年精神病学 儿童和青少年精神病学
背景情况:
- 社会,情感和行为 (SEB) 挑战影响约20%的儿童.
- 学校是SEB服务提供的主要场所,但基于证据的预防实践 (EBPPs) 面临着教师的低采用和忠诚度.
- 个人行为改变是成功实施EBPP的关键.
研究的目的:
- 评估成功实施学校教师 (BASIS-T) 战略的信念和态度.
- 贝西斯-T是一个务实的,多方面的预实施策略,针对教育工作者的激励机制.
- 加强基于学校的普遍EBPP的实施和有效性,以改善学生的SEB结果.
主要方法:
- 一个混合型3有效性-实施试验,使用一个被封锁的随机队列设计与一个活跃的比较控制.
- 来自46所学校的约276名教师将被随机分配到BASIS-T或主动比较控制.
- 目的包括评估对实施机制和结果,儿童结果的主要影响,并检查调解员,调解员和成本效益.
主要成果:
- 当研究完成并可获得结果后,该部分应填写.
结论:
- 这项研究严格测试了基于理论的实施策略BASIS-T.
- BASIS-T旨在通过针对教育工作者的激励因素来增强标准EBPP培训和支持的影响.
- 调查结果将为改善EBPP采用和学校有效性的战略提供信息,以改善学生的SEB结果.
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