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Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review.
- Source :
- Language, Speech & Hearing Services in Schools; Oct2023, Vol. 54 Issue 4, p1173-1194, 22p, 1 Diagram, 8 Charts
- Publication Year :
- 2023
-
Abstract
- Purpose: The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. Method: A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and quality appraisal. Qualitative content analysis was undertaken using Nilsen's taxonomy and the domains of the Consolidated Framework for Implementation Research (CFIR). The data were further analyzed using the CFIR valence and strength rating scales. Results: Included papers (n = 22) used a diverse sample of implementation science frameworks and models. Most studies used determinant frameworks to guide data collection and analysis. Few studies used implementation science theory. Most studies were mixed methods (n = 11), published since 2019 (n = 20), and conducted in North America (n = 15). Over half of the interventions targeted social, emotional, and mental health (n = 13). A complex interplay of inner setting factors was identified as having a strong influence on implementation. Teachers' knowledge and beliefs, adaptability, and complexity of interventions were also identified as important considerations when conducting research in this context. Conclusions: Early engagement with stakeholders in education is recommended when designing universal level speech, language, and communication interventions for use in the ordinary classroom. Adaptive, hybrid designs that test both implementation strategies and effectiveness of interventions may be warranted given the influence of inner setting factors on implementation outcomes. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL environment
CINAHL database
ONLINE information services
PSYCHOLOGY information storage & retrieval systems
SCHOOL health services
MEDICAL information storage & retrieval systems
SYSTEMATIC reviews
CONCEPTUAL structures
REINFORCEMENT (Psychology)
COMPARATIVE studies
DESCRIPTIVE statistics
RESEARCH funding
INFORMATION needs
LITERATURE reviews
MEDLINE
AMED (Information retrieval system)
ERIC (Information retrieval system)
Subjects
Details
- Language :
- English
- ISSN :
- 01611461
- Volume :
- 54
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Language, Speech & Hearing Services in Schools
- Publication Type :
- Academic Journal
- Accession number :
- 172759394
- Full Text :
- https://doi.org/10.1044/2023_LSHSS-22-00181