PURPOSE The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. METHOD A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and quality appraisal. Qualitative content analysis was undertaken using Nilsen's taxonomy and the domains of the Consolidated Framework for Implementation Research (CFIR). The data were further analyzed using the CFIR valence and strength rating scales. RESULTS Included papers (n = 22) used a diverse sample of implementation science frameworks and models. Most studies used determinant frameworks to guide data collection and analysis. Few studies used implementation science theory. Most studies were mixed methods (n = 11), published since 2019 (n = 20), and conducted in North America (n = 15). Over half of the interventions targeted social, emotional, and mental health (n = 13). A complex interplay of inner setting factors was identified as having a strong influence on implementation. Teachers' knowledge and beliefs, adaptability, and complexity of interventions were also identified as important considerations when conducting research in this context. CONCLUSIONS Early engagement with stakeholders in education is recommended when designing universal level speech, language, and communication interventions for use in the ordinary classroom. Adaptive, hybrid designs that test both implementation strategies and effectiveness of interventions may be warranted given the influence of inner setting factors on implementation outcomes.

中文翻译：

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以学校为基础的普遍水平干预研究中的实施科学：范围界定审查。

目的本研究的目的是绘制针对课堂学习需求的干预研究中实施科学框架、模型和理论的使用情况。方法 进行了范围界定审查。进行了电子数据库和人工检索。两名评审员独立完成筛选、数据提取和质量评价。使用尼尔森的分类法和实施研究综合框架 (CFIR) 的领域进行定性内容分析。使用 CFIR 价和强度评级量表进一步分析数据。结果 纳入的论文 (n = 22) 使用了不同的实施科学框架和模型样本。大多数研究使用决定因素框架来指导数据收集和分析。很少有研究使用实施科学理论。大多数研究采用混合方法 (n = 11)，自 2019 年 (n = 20) 以来发表，并在北美进行 (n = 15)。超过一半的干预措施针对社会、情感和心理健康（n = 13）。内部环境因素的复杂相互作用被认为对实施有很大影响。在进行这方面的研究时，教师的知识和信念、适应性和干预措施的复杂性也被认为是重要的考虑因素。结论 在设计用于普通课堂的通用语音、语言和沟通干预措施时，建议尽早与教育利益相关者进行接触。考虑到内部环境因素对实施结果的影响，可能需要采用适应性、混合设计来测试实施策略和干预措施的有效性。