Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for developing SEB problems. If ignored, SEB problems can lead to other negative outcomes, such as academic failure. Therefore, implementation strategies (i.e., methods and procedures designed to promote implementation outcomes) are needed to improve teachers' uptake and delivery of EBPs with fidelity. This meta-analysis sought to examine the types and magnitude of effect of implementation strategies that have been designed and tested to improve teacher adherence to SEB EBPs. Included studies (a) used single case experimental designs, (b) employed at least one implementation strategy, (c) targeted general education teachers, and (d) evaluated adherence as a core dimension of fidelity related to the delivery of EBPs. In total, this study included 28 articles and evaluated 122 effect sizes. A total of 15 unique implementation strategies were categorized. Results indicated that, on average, implementation strategies were associated with increases in teacher adherence to EBPs above baseline and group-based pre-implementation trainings alone (g = 2.32, tau = 0.77). Moderator analysis also indicated that larger effects were associated with implementation strategies that used a greater number of unique behavior change techniques (p < .001). Implications and future directions for research and practice regarding use of implementation strategies for general education teachers are discussed.

教育研究人员制定了各种基于证据的实践 (EBP) 来满足学生的社交、情感和行为 (SEB) 需求。然而，教师往往没有充分采用和实施这些做法，以产生与 EBP 相关的有益成果，从而使学生面临出现 SEB 问题的风险。如果忽视，SEB 问题可能会导致其他负面结果，例如学业失败。因此，需要制定实施策略（即旨在促进实施成果的方法和程序）来提高教师对 EBP 的准确理解和讲授。这项荟萃分析旨在检验为提高教师对 SEB EBP 的依从性而设计和测试的实施策略的类型和影响程度。纳入的研究（a）使用单例实验设计，（b）采用至少一种实施策略，（c）针对普通教育教师，以及（d）评估依从性作为与 EBP 交付相关的保真度的核心维度。这项研究总共包括 28 篇文章并评估了 122 个效应量。共有 15 种独特的实施策略被分类。结果表明，平均而言，实施策略与教师对 EBP 的遵守程度高于基线和基于小组的实施前培训的增加相关（g =  2.32，tau = 0.77）。调节者分析还表明，较大的影响与使用更多独特行为改变技术的实施策略相关（p  < .001）。讨论了关于通识教育教师使用实施策略的研究和实践的含义和未来方向。