Implementation Science

Implementation Science research guides the implementation of evidence-based interventions across a range of healthcare settings.

Individual and Organizational Factors that Affect Implementation of Evidence-Based Practices for Children with Autism in Public Schools: A Cross-Sectional Observational Study

Mar. 18, 2019

Jill Locke, Gwendolyn M. Lawson, Rinad S. Beidas, Gregory A. Aarons, Ming Xie, Aaron R. Lyon, Aubyn Stahmer, Max Seidman, Lindsay Frederick, Cristine Oh, Christine Spaulding, Shannon Dorsey and...

ABSTRACT [FROM JOURNAL]

Background: Children with autism receive most of their intervention services in public schools, but implementation of evidence-based practices (EBPs) for autism varies. Studies suggest that individual (attitudes) and organizational characteristics (implementation leadership and climate) may influence providers’ use of EBPs, but research is relatively limited in this area. This study examined individual and organizational factors associated

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Transforming Mental Health Delivery Through Behavioral Economics and Implementation Science: Protocol for Three Exploratory Projects

Rinad Beidas head shot
Feb. 14, 2019

Rinad S. BeidasKevin G VolppAlison N Buttenheim, Steven C Marcus, Mark Olfson, Melanie Pellecchia, Rebecca E Stewart, Nathaniel J Williams, Emily M Becker-Haimes, Molly Candon, Zuleyha Cidav...

ABSTRACT [from journal]

Background: Efficacious psychiatric treatments are not consistently deployed in community practice, and clinical outcomes are attenuated compared with those achieved in clinical trials. A major focus for mental health services research is to develop effective and cost-effective strategies that increase the use of evidence-based assessment, prevention, and treatment approaches in community settings.

Objective: The goal of this program of research is to apply insights from behavioral...

What Motivates Mental Health Clinicians-in-Training to Implement Evidence-Based Assessment? A Survey of Social Work Trainees

Jan. 31, 2019

Viktor Lushin, Emily M. Becker-Haimes, David Mandell, Jordan Conrad, Victor Kaploun, Sophia Bailey, Ai Bo, Rinad S. Beidas

ABSTRACT [FROM JOURNAL]

Mental health clinicians do not consistently use evidence-based assessment (EBA), a critical component of accurate case conceptualization and treatment planning. The present study used the Unified Theory of Behavior to examine determinants of intentions to use EBA in clinical practice among a sample of Masters’ level social work trainees (N = 241). Social norms had the largest effect on intentions to use EBA. Injunctive norms in reference to respected colleagues accounted for the most variance in EBA intentions. Findings differed for respondents over 29 ...

The Effect of Implementation Climate on Program Fidelity and Student Outcomes in Autism Support Classrooms

David S. Mandell, ScD
Jan. 23, 2019

Hilary E. Kratz, Aubyn Stahmer, Ming Xie, Steven C. Marcus, Melanie Pellecchia, Jill J. Locke, Rinad Beidas,...

ABSTRACT [FROM JOURNAL]

Objective: An organization's implementation climate, or the extent to which use of an intervention is expected, supported, and rewarded by colleagues and supervisors, has been identified as critical to successful intervention implementation and outcomes. The effect of implementation climate has not been well studied in special education settings. The present study examines the association between teachers' perceptions of implementation climate, teacher fidelity to a school-based program for students with autism, and student outcomes (...

Understanding the Landscape of Behavioral Health Pre-service Training to Inform Evidence-Based Intervention Implementation

Oct. 24, 2018

Emily M. Becker-Haimes, Kelsie H. Okamura, Constance D. Baldwin, Edward Wahesh, Christopher Schmidt, Rinad S. Beidas

ABSTRACT [FROM JOURNAL]

Reports on the behavioral health workforce highlight the need to enhance evidence-based capacity; evidence-based interventions incorporated into pre-service graduate curricula (coursework and fieldwork) are needed to meet this goal. Improving educational practices across pre-service settings will require understanding of and careful attention to the contextual factors that exert pressure on curricula. The authors believe efforts to change educational practices can be enhanced by application of implementation science principles. This Open Forum delineates...

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