Session: The Intersection of Implementation Science and Evidence-Based Prevention Programs Targeting Young Children with Problem Behavior (Society for Prevention Research 22nd Annual Meeting)

The number of young children in early childhood settings exhibiting problem behavior that interferes with social/emotional learning and development continues to rise (Brauner & Stephens, 2006; McCabe & Frede, 2007). Clearly, the research evidencing the dismal effects persistent problem behavior can have on learning, social, emotional, and behavior development and future life outcomes highlights the critical importance of evidence-based prevention programs (EBPs) for children at elevated risk for the development of emotional/behavioral disorders (Dunlap et al., 2006; Maag & Katsiyannis, 2009). Moreover, research indicates that implementation of EBPs influences child outcomes (Conroy, Stichter, Daunic, & Haydon, 2008; Durlak, 2010; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008), and theoretical models of implementation have been suggested (e.g., Berkel et al., 2011; Domitrovich et al., 2012; Fixsen et al., 2005) to help explain how the different dimensions of implementation are associated with outcomes. Unfortunately, despite empirical and theoretical gains in the past few years  early childhood educators often struggle to implement EBPs designed to prevent and ameliorate chronic problem behaviors, while researchers struggle to identify the variables that can facilitate EBP implementation. The papers in this symposium seek to advance the science of implementation with a specific focus on EBPs delivered in early childhood settings.

The first paper describes implementation results from PREP.  Findings suggest baseline teacher (demographic and teacher beliefs) and classroom composition characteristics are associated with several aspects of teacher’s implementation of Banking Time. Classroom context (e.g. type of preschool program) were linked with dosage and quality. Teacher demographics related to dosage, quality, and generalized practice. Teacher beliefs predicted dosage and generalized practice.   

The second paper describes the degree to which teacher, classroom, child, and family factors at baseline serve as barriers and supports to various aspects of the implementation of the Chicago School Readiness Project (CSRP) an early childhood intervention program that targeted the improvement of children’s self-regulation.

The third paper describes implementation of BEST in CLASS, a value-added model that uses training and practice-based coaching to maximize the implementation of the evidence-based instructional practices embedded in the model. Findings suggest that the adherence and competence of delivery of the evidence-based practices of BEST in CLASS increase across time, highlighting the importance of the practice-based coaching component of the model.