Program Implementation

Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23- 33.

Bickman, L., Riemer, M., Brown, J. L., Jones, S. M., Flay, B. R., Li, K.-K., . . . Massetti, G. M. (2009). Approaches to measuring implementation fidelity in school-based program evaluations. Journal of Research in Character Education, 7(2), 75-102.

Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18(1), 23-45.

Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school‐based prevention: Logic and theory. Psychology in the Schools, 47(1), 71-88.

Durlak, J. A. (1998). Why program implementation is so important. Journal of Prevention and Intervention in the Community, 17(2), 5-18.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). Tampa, FL.

Foster, E. M. (2003). Propensity Score Matching: An Illustrative Analysis of Dose Response. Medical Care, 41(10), 1183

Han, S. S., & Weiss, B. (2005). Sustainability of Teacher Implementation of School-Based Mental Health Programs. Journal of Abnormal Child Psychology, 33(6), 665-679.

Harachi, T. W., Abbott, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the Black Box: Using Process Evaluation Measures to Assess Implementation and Theory Building. American Journal of Community Psychology, 27(5), 711-731.

Jarpe-Ratner, E., Fagen, M., Day, J., Gilmet, K., Prudowsky, J., Neiger, B. L., . . . Flay, B. R. (2013). Using the community readiness model as an approach to formative evaluation. Health Promotion Practice, 14(5), 649-655.

Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the Role of Implementation Quality in School-Based Prevention Using the PATHS Curriculum. Prevention Science, 4(1), 55-63.

Malloy, M. (2015). Factors that influence the quality of teacher implementation of a school-based social-emotional learning and health promotion program. (Ph.D. Dissertation), Oregon State University, Corvallis, OR.

Pattinson, S., Preece, D., & Dawson, P. (2016). In search of innovative capabilities of communities of practice: A systematic review and typology for future research. Management Learning, 47(5), 506-524.

Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41(1), 82-99.

Weissberg, R. P. (1990). Fidelity and adaptation: Combining the best of both perspectives. Researching community psychology: Issues of theory and methods, 186-189.