title: Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework.
abstract: Increased availability of research-supported, school-based prevention programs, coupled with the growing national policy emphasis on use of evidence-based practices, has contributed to a shift in research priorities from efficacy to implementation and dissemination. A critical issue in moving research to practice is ensuring high-quality implementation of both the intervention model and the support system for sustaining it. The paper describes a three-level framework for considering the implementation quality of school-based interventions. Future directions for research on implementation are discussed.
authors.affiliation: Pennsylvania State University Prevention Research Center.
authors.forename: Celene E
authors.initials: CE
authors.lastname: Domitrovich
authors.affiliation: Johns Hopkins Center for the Prevention of Youth Violence.
authors.forename: Catherine P
authors.initials: CP
authors.lastname: Bradshaw
authors.affiliation: American Institutes for Research.
authors.forename: Jeanne M
authors.initials: JM
authors.lastname: Poduska
authors.affiliation: Columbia University.
authors.forename: Kimberly
authors.initials: K
authors.lastname: Hoagwood
authors.affiliation: Johns Hopkins Center for Prevention and Early Intervention.
authors.forename: Jacquelyn A
authors.initials: JA
authors.lastname: Buckley
authors.affiliation: Columbia University.
authors.forename: Serene
authors.initials: S
authors.lastname: Olin
authors.affiliation: Resource for Advancing Children's Health (REACH) Institute.
authors.forename: Lisa Hunter
authors.initials: LH
authors.lastname: Romanelli
authors.affiliation: Johns Hopkins Center for the Prevention of Youth Violence.
authors.forename: Philip J
authors.initials: PJ
authors.lastname: Leaf
authors.affiliation: Pennsylvania State University Prevention Research Center.
authors.forename: Mark T
authors.initials: MT
authors.lastname: Greenberg
authors.affiliation: Johns Hopkins Center for Prevention and Early Intervention.
authors.forename: Nicholas S
authors.initials: NS
authors.lastname: Ialongo
keywords: conceptual framework; implementation quality; prevention; schools