Abstract

Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. Results indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.

摘要

尽管学校是最大的青少年行为健康服务提供者之一，但在学校实施循证干预措施存在许多障碍。本研究使用实施完成阶段 (SIC) 来检查针对焦虑青少年的计算机辅助认知行为治疗干预的学校实施结果。还检查了程序启动的组织因素和预测因素。结果表明，SIC 检测到学校的实施差异，并建议花更多时间完成实施前活动可以更好地为学校积极实施计划交付做好准备。此外，熟练程度成为未来校本实施研究中需要考察的潜在重要组织因素。