University of Washington, 6200 NE 74Th Street, Suite 100, Seattle, WA, 98115, USA.
Character Strong, 4227 S Meridian, Puyallup, WA, 98373, USA.
Implement Sci. 2024 Jan 2;19(1):2. doi: 10.1186/s13012-023-01330-y.
For approximately one in five children who have social, emotional, and behavioral (SEB) challenges, accessible evidence-based prevention practices (EBPPs) are critical. In the USA, schools are the primary setting for children's SEB service delivery. Still, EBPPs are rarely adopted and implemented by front-line educators (e.g., teachers) with sufficient fidelity to see effects. Given that individual behavior change is ultimately required for successful implementation, focusing on individual-level processes holds promise as a parsimonious approach to enhance impact. Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T) is a pragmatic, multifaceted pre-implementation strategy targeting volitional and motivational mechanisms of educators' behavior change to enhance implementation and student SEB outcomes. This study protocol describes a hybrid type 3 effectiveness-implementation trial designed to evaluate the main effects, mediators, and moderators of the BASIS-T implementation strategy as applied to Positive Greetings at the Door, a universal school-based EBPP previously demonstrated to reduce student disruptive behavior and increase academic engagement.
This project uses a blocked randomized cohort design with an active comparison control (ACC) condition. We will recruit and include approximately 276 teachers from 46 schools randomly assigned to BASIS-T or ACC conditions. Aim 1 will evaluate the main effects of BASIS-T on proximal implementation mechanisms (attitudes, subjective norms, self-efficacy, intentions to implement, and maintenance self-efficacy), implementation outcomes (adoption, reach, fidelity, and sustainment), and child outcomes (SEB, attendance, discipline, achievement). Aim 2 will examine how, for whom, under what conditions, and how efficiently BASIS-T works, specifically by testing whether the effects of BASIS-T on child outcomes are (a) mediated via its putative mechanisms of behavior change, (b) moderated by teacher factors or school contextual factors, and (c) cost-effective.
This study will provide a rigorous test of BASIS-T-a pragmatic, theory-driven, and generalizable implementation strategy designed to target theoretically-derived motivational mechanisms-to increase the yield of standard EBPP training and support strategies.
ClinicalTrials.gov ID: NCT05989568. Registered on May 30, 2023.
大约五分之一有社交、情感和行为（SEB）挑战的儿童需要可及的循证预防实践（EBPP）。在美国，学校是儿童 SEB 服务提供的主要场所。然而，EBPP 很少被一线教育工作者（如教师）采用和实施，并且实施的忠实度不足以产生效果。鉴于个体行为改变最终是成功实施的必要条件，关注个体层面的过程有望成为增强影响的一种简约方法。学校教师成功实施的信念和态度（BASIS-T）是一种实用的、多方面的实施前策略，针对教育者行为改变的意志和动机机制，以增强实施和学生 SEB 结果。本研究方案描述了一项混合类型 3 有效性-实施试验，旨在评估 BASIS-T 实施策略的主要效果、中介和调节因素，该策略应用于先前已证明可减少学生破坏性行为并增加学业参与度的基于学校的普遍 EBPP“门口积极问候”。
本项目采用分块随机队列设计和积极对照（ACC）条件。我们将从 46 所学校中随机招募并纳入大约 276 名教师，他们被随机分配到 BASIS-T 或 ACC 条件。目的 1 将评估 BASIS-T 对近端实施机制（态度、主观规范、自我效能、实施意向和维持自我效能）、实施结果（采用、范围、保真度和维持）和儿童结果（SEB、出勤率、纪律、成就）的主要影响。目的 2 将检验 BASIS-T 的工作方式、对象、条件和效率如何，具体来说，是通过测试 BASIS-T 对儿童结果的影响是否（a）通过其假设的行为改变机制来介导，（b）由教师因素或学校环境因素来调节，以及（c）是否具有成本效益。
本研究将对 BASIS-T 进行严格测试——一种实用的、基于理论的、可推广的实施策略，旨在针对理论上推导的动机机制，以提高标准 EBPP 培训和支持策略的效果。
ClinicalTrials.gov ID：NCT05989568。注册于 2023 年 5 月 30 日。
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