University of Utah, USA.
Thayer Organizational & Psychological Services, LLC, USA.
J Sch Psychol. 2022 Apr;91:1-26. doi: 10.1016/j.jsp.2021.11.005. Epub 2021 Dec 24.
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.
教育研究人员已经提出了各种基于证据的实践（EBP）来满足学生的社会、情感和行为（SEB）需求。然而，这些实践往往不能被教师充分采用和实施，以产生与 EBP 相关的有益结果，使学生面临发展 SEB 问题的风险。如果忽视这些问题，可能会导致其他负面后果，如学业失败。因此，需要实施策略（即旨在促进实施结果的方法和程序）来提高教师对 EBP 的接受度和实施的准确性。本元分析旨在检查为提高教师对 SEB EBP 的坚持度而设计和测试的实施策略的类型和效果大小。纳入的研究（a）使用单一案例实验设计，（b）采用至少一种实施策略，（c）针对普通教育教师，（d）将坚持度作为与 EBP 实施相关的准确性的核心维度进行评估。本研究共包括 28 篇文章，评估了 122 个效果大小。共分类了 15 种独特的实施策略。结果表明，平均而言，实施策略与教师对 EBP 的坚持度的提高有关，高于基线和基于群体的实施前培训（g=2.32，tau=0.77）。 元分析还表明，与使用更多独特行为改变技术的实施策略相关的效果更大（p<0.001）。 讨论了针对普通教育教师使用实施策略的研究和实践的意义和未来方向。
