title: Implementing Effective Educational Practices at Scales of Social Importance.
abstract: Implementing evidence-based practices is becoming both a goal and standard across medicine, psychology, and education. Initial successes, however, are now leading to questions about how successful demonstrations may be expanded to scales of social importance. In this paper, we review lessons learned about scaling up evidence-based practices gleaned from our experience implementing school-wide positive behavioral interventions and supports (PBIS) across more than 23,000 schools in the USA. We draw heavily from the work of Flay et al. (Prev Sci 6:151-175, 2005. doi: 10.1007/s11121-005-5553-y ) related to defining evidence-based practices, the significant contributions from the emerging "implementation science" movement (Fixsen et al. in Implementation research: a synthesis of the literature, University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231), Tampa 2005), and guidance we have received from teachers, family members, students, and administrators who have adopted PBIS.
authors.affiliation: University of Oregon, Eugene, OR, USA. robh@uoregon.edu.
authors.forename: Robert H
authors.identifier: 0000-0003-3514-5907
authors.initials: RH
authors.lastname: Horner
authors.affiliation: University of Connecticut, Storrs, CT, USA.
authors.forename: George
authors.initials: G
authors.lastname: Sugai
authors.affiliation: University of North Carolina, Chapel Hill, NC, USA.
authors.forename: Dean L
authors.initials: DL
authors.lastname: Fixsen
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002652:Child Behavior; D055317:Evidence-Based Practice / Q000379:methods*; D006801:Humans; D012574:Schools; D012919:Social Behavior
keywords: Evidence-based practices; Implementation science; Scaling up