Background

Prominent implementation theories and frameworks articulate characteristics of interventions (e.g., contextual alignment) as important determinants of successful implementation in natural practice settings. Yet, few studies have explored such characteristics in-depth. Research is needed to understand how and why interventions' characteristics can make them more or less implementable in their intended practice settings. Child Welfare Services (CWSs) need evidence-informed academic interventions to help children's current and prospective wellbeing. CWSs are complex implementation contexts that likely need interventions to be highly implementable. This mixed-methods case study explored the implementability of Enhanced Academic Support (EAS), a co-designed common elements-based academic intervention for children and families in CWSs, and how characteristics such as flexibility and contextual alignment influenced its implementability.

Methods

We used a fully integrated mixed-methods design and collected data from 24 practitioners and supervisors from three Norwegian CWSs. Quantitative data included measures of intervention feasibility, acceptability, appropriateness, and usability. Qualitative data included focus groups, individual interviews, and feedback logs. Quantitative analyses were descriptive, and qualitative analyses mixed deductive and inductive coding and interpretation. Mixed analyses used convergence and expansion.

Results

EAS scored 75.33 (SD = 15.57) out of 100 on the implementability index, and convergence with qualitative data indicates that EAS is implementable for most practitioners in CWS, but not all. The core element structured tutoring was occasionally inappropriate with families. Specific content and design characteristics influenced implementability through different mechanisms. The influence could be positive or negative depending on practitioners' preferences and values and their perceptions about appropriateness for clients. Flexibility was a multi-faceted characteristic with potential benefits and pitfalls for implementation. Flexible cross-domain integration of core elements of EAS into other supports was crucial.

Discussion

Perceptions about implementability can vary within groups of practitioners, which may call for designing for differentiation in interventions and implementations. Cross-domain integration may be a promising design characteristic for interventions in complex practice settings. Limitations in implementability and competing priorities may cause paradoxes where those children who need academic support the most may receive less of it.

中文翻译：

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探索干预特征如何影响可实施性：儿童福利服务中基于共同要素的学术支持的混合方法案例研究

背景

突出的实施理论和框架阐明了干预的特征（例如，上下文对齐）作为在自然实践环境中成功实施的重要决定因素。然而，很少有研究深入探讨这些特征。需要进行研究以了解干预措施的特征如何以及为什么可以使它们在预期的实践环境中或多或少地可实施。儿童福利服务 (CWS) 需要循证的学术干预，以帮助儿童当前和未来的福祉。CWS 是复杂的实施环境，可能需要干预才能高度实施。这个混合方法案例研究探讨了增强学术支持 (EAS) 的可实施性，这是一种针对 CWS 中的儿童和家庭共同设计的基于共同元素的学术干预，

方法

我们使用了完全集成的混合方法设计，并收集了来自三个挪威 CWS 的 24 名从业者和主管的数据。定量数据包括干预可行性、可接受性、适当性和可用性的措施。定性数据包括焦点小组、个人访谈和反馈日志。定量分析是描述性的，而定性分析混合了演绎和归纳编码和解释。混合分析使用收敛和扩展。

结果

EAS在可实施性指数上的得分为 75.33（SD  = 15.57 ），满分 100 分，与定性数据的趋同表明 EAS 对 CWS 中的大多数从业者来说是可以实施的，但不是全部。核心要素结构化辅导有时不适合家庭。特定的内容和设计特征通过不同的机制影响可实施性。这种影响可能是积极的，也可能是消极的，这取决于从业者的偏好和价值观以及他们对适合客户的看法。灵活性是一个多方面的特性，具有潜在的实施好处和陷阱。将 EAS 的核心元素灵活地跨域集成到其他支持中是至关重要的。

讨论

在不同的从业者群体中，对可实施性的看法可能会有所不同，这可能需要针对干预和实施的差异化进行设计。跨领域整合可能是复杂实践环境中干预的一个有前途的设计特征。可实施性的限制和相互竞争的优先事项可能会导致矛盾，最需要学业支持的孩子可能得到的支持较少。