Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field / Nathaniel J. WILLIAMS in Journal of Child Psychology and Psychiatry, 60-4 (April 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Titre : Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field Type de document : texte imprimé Auteurs : Nathaniel J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur Article en page(s) : p.430-450 Langues : Anglais (eng) Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 [article] Annual Research Review: The state of implementation science in child psychology and psychiatry: a review and suggestions to advance the field [texte imprimé] / Nathaniel J. WILLIAMS, Auteur ; Rinad S. BEIDAS, Auteur . - p.430-450. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-4 (April 2019) . - p.430-450 Mots-clés : Children  adolescents  causal theory  evidence-based practice  implementation science Index. décimale : PER Périodiques Résumé : BACKGROUND: Scientists have developed evidence-based interventions that improve the symptoms and functioning of youth with psychiatric disorders; however, these interventions are rarely used in community settings. Eliminating this research-to-practice gap is the purview of implementation science, the discipline devoted to the study of methods to promote the use of evidence-based practices in routine care. METHODS: We review studies that have tested factors associated with implementation in child psychology and psychiatry, explore applications of social science theories to implementation, and conclude with recommendations to advance implementation science through the development and testing of novel, multilevel, causal theories. RESULTS: During its brief history, implementation science in child psychology and psychiatry has documented the implementation gap in routine care, tested training approaches and found them to be insufficient for behavior change, explored the relationships between variables and implementation outcomes, and initiated randomized controlled trials to test implementation strategies. This research has identified targets related to implementation (e.g., clinician motivation, organizational culture) and demonstrated the feasibility of activating these targets through implementation strategies. However, the dominant methodological approach has been atheoretical and predictive, relying heavily on a set of variables from heuristic frameworks. CONCLUSIONS: Optimizing the implementation of effective treatments in community care for youth with psychiatric disorders is a defining challenge of our time. This review proposes a new direction focused on developing and testing integrated causal theories. We recommend implementation scientists: (a) move from observational studies of implementation barriers and facilitators to trials that include causal theory; (b) identify a core set of implementation determinants; (c) conduct trials of implementation strategies with clear targets, mechanisms, and outcomes; (d) ensure that behaviors that are core to EBPs are clearly defined; and (e) agree upon standard measures. This agenda will help fulfill the promise of evidence-based practice for improving youth behavioral health. En ligne : https://dx.doi.org/10.1111/jcpp.12960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388

Does implementing a new intervention disrupt use of existing evidence-based autism interventions? / Melanie PELLECCHIA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1713-1725 Titre : Does implementing a new intervention disrupt use of existing evidence-based autism interventions? Type de document : texte imprimé Auteurs : Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.1713-1725 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Does implementing a new intervention disrupt use of existing evidence-based autism interventions? [texte imprimé] / Melanie PELLECCHIA, Auteur ; Rinad S. BEIDAS, Auteur ; Gwendolyn LAWSON, Auteur ; Nathaniel J. WILLIAMS, Auteur ; Max SEIDMAN, Auteur ; John R. KIMBERLY, Auteur ; Carolyn C. CANNUSCIO, Auteur ; David S. MANDELL, Auteur . - p.1713-1725. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1713-1725 Mots-clés : *autism spectrum disorder  *computer-assisted intervention  *school-based implementation Index. décimale : PER Périodiques Résumé : Interventions for children with autism spectrum disorder are complex and often are not implemented successfully within schools. When new practices are introduced in schools, they often are layered on top of existing practices, with little attention paid to how introducing new practices affects the use of existing practices. This study evaluated how introducing a computer-assisted intervention, called TeachTown:Basics, affected the use of other evidence-based practices in autism support classrooms. We compared how often teachers reported using a set of evidence-based practices in classrooms that either had access to TeachTown:Basics or did not have the program. We found that teachers who had access to the computer-assisted intervention reported using the other evidence-based practices less often as the school year progressed. Teachers also reported that they liked the computer-assisted intervention, found it easy to use, and that it helped overcome challenges to implementing other evidence-based practices. This is important because the computer-assisted intervention did not improve child outcomes in a previous study and indicates that teachers may use interventions that are appealing and easier to implement, even when they do not have evidence to support their effectiveness. These findings support the idea of interventions' complexity and how well the intervention fits within the classroom affect how teachers use it and highlight the need to develop school-based interventions that both appeal to the practitioner and improve child outcomes. En ligne : http://dx.doi.org/10.1177/1362361320919248 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.982-994 Titre : Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study Type de document : texte imprimé Auteurs : Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David S. MANDELL, Auteur ; Christina D. KANG-YI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.982-994 Langues : Anglais (eng) Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study [texte imprimé] / Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David S. MANDELL, Auteur ; Christina D. KANG-YI, Auteur ; Jill LOCKE, Auteur . - p.982-994. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.982-994 Mots-clés : education services  evidence-based practice  implementation  interventions  leadership  organizational climate  organizational culture  psychosocial/behavioral  conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

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