Selecting Evidence-Based Programs

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Selecting

Evidence

-

Based

Programs

Jim O’Neill, Ph.D. Jim O’Neill, Ph.D. Madonna University Madonna University E

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Learning Objectives

Consider factors in determining a good conceptual and _{Consider factors in determining a good conceptual and}

practical fit between outcome goals and evidence

practical fit between outcome goals and evidence--based based programs/strategies

programs/strategies

Become familiar with resources to search for evidence_{Become familiar with resources to search for evidence}-

-based programs, -based upon SDFS needs assessment based programs, based upon SDFS needs assessment

results and outcome goals results and outcome goals

Anticipate and plan to address common issues and _{Anticipate and plan to address common issues and}

roadblocks in selecting evidence

roadblocks in selecting evidence--based programs for based programs for SDFS

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Considerations in Selecting

Evidence

-

Based Programs

Conceptual fit = Relevant

_{Conceptual fit = Relevant}

Practical fit = Feasible

_{Practical fit = Feasible}

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Select Specific Select Specific Program(s Program(s)) Ensure Ensure Effectiveness Effectiveness Identify Types of Identify Types of Programs Targeting Programs Targeting Priority Risk Priority Risk Behavior(s

Behavior(s) and ) and Risk/Protective Risk/Protective Factors Factors Demonstr ate Demonstr ate Concept ual Fit Concept ual Fit Demonst rate Demonst rate Effectiven ess Effectiven ess Demonstr ate Demonstr ate Practical Fit Practical Fit Relevant ? Relevant ? Feasible? Feasible? Evidence Evidence -Based? Based? Best

Best--Fit Fit Prevention

Prevention

Program(s

Program(s))

Fitting Evidence

-

Based

Programs to Schools

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A good “

Conceptual Fit

” prevention program should:

Fit into the logic model _{Fit into the logic model}

Address the priority risk/protective factors _{Address the priority risk/protective factors}

Drive a reduction in the targeted risk _{Drive a reduction in the targeted risk}behavior(s_behavior(s)₎

Be evidence_{Be evidence}-_-based principles for the targeted _{based principles for the targeted}population(s_population(s) ₎

Fitting Evidence

-

Based

Programs to Schools

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Fitting Evidence

-

Based

Programs to Schools

Does your school’s existing prevention

programming have a good

Conceptual Fit?

Fit into the logic model _{Fit into the logic model}

Address the priority risk/protective factors _{Address the priority risk/protective factors}

Drive a reduction in the targeted risk _{Drive a reduction in the targeted risk}behavior(s_behavior(s)₎

Be evidence_{Be evidence}-_-based principles for the targeted _{based principles for the targeted}

population(s population(s) )

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A good “

Practical Fit

” prevention program should:

Have sufficient level of resources and capacities_{Have sufficient level of resources and capacities}

Add to or reinforce existing prevention programming in the _{Add to or reinforce existing prevention programming in the}

school and community school and community

Consider school/community climate_{Consider school/community climate}

Meet the cultural needs of the target _{Meet the cultural needs of the target}population(s_population(s)₎

Be sustainable in community_{Be sustainable in community}

Fitting Evidence

-

Based

Programs to Schools

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Fitting Evidence

-

Based

Programs to Schools

Does your school’s existing prevention

programming have a good

Practical Fit?

Have sufficient level of resources and capacities_{Have sufficient level of resources and capacities}

Add to or reinforce existing prevention programming in _{Add to or reinforce existing prevention programming in}

the school and community the school and community

Consider school/community climate_{Consider school/community climate}

Meet the cultural needs of the target _{Meet the cultural needs of the target}population(s_population(s)₎

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A good “

Evidence

-

Based Fit

” prevention program

should demonstrate effectiveness that:

Employed systematic, empirical methods_{Employed systematic, empirical methods}

Utilized experimental or quasi_{Utilized experimental or quasi}-_-experimental designs_{experimental designs}

Relied on measurement methods that provide reliable and _{Relied on measurement methods that provide reliable and}

valid data across evaluators and across studies valid data across evaluators and across studies

Involved rigorous and adequate data analyses_{Involved rigorous and adequate data analyses}

Was accepted by a peer_{Was accepted by a peer}-_-reviewed journal or approved by a _{reviewed journal or approved by a}

panel of independent experts through a comparably panel of independent experts through a comparably

rigorous review rigorous review

Fitting Evidence

-

Based

Programs to Schools

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Use SDFS Needs Assessment Checklist to

_{Use SDFS Needs Assessment Checklist to}

prioritize and summarize:

Risk behavior results_{Risk behavior results}

Risk/Protective factor results_{Risk/Protective factor results}

Contextual factor results_{Contextual factor results}

Searching for Evidence

-

Based

Prevention Programs

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Prioritize and Summarize

Risk Risk Behaviors Behaviors Risk Risk Factors Factors Protective Protective Factors Factors Contextual Contextual Factors Factors

What?

Why?

Why Here?

Why

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Use an electronic resource to identify

_{Use an electronic resource to identify}

potential evidence

-

based programs, based

upon priority risk behaviors and

risk/protective factors:

SAMSHA:_SAMSHA: National Registry of Evidence_{National Registry of Evidence}-_-based _based

Programs and Practices (NREPP):

http://www.nrepp.samhsa.gov/ http://www.nrepp.samhsa.gov/

OJJDP: _OJJDP:Model Programs Guide and Database _{Model Programs Guide and Database}

(MPG&D):

http://www.dsgonline.com/mpg2.5/TitleV_MPG_INTRO.asp http://www.dsgonline.com/mpg2.5/TitleV_MPG_INTRO.asp

Searching for Evidence

-

Based

Prevention Programs

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Ask about evidence

_{Ask about evidence}

-

_-

based programs used by

_{based programs used by}

other districts that share similar priority risk

behaviors, risk/protective factors, and

contextual factors.

Searching for Evidence

-

Based

Prevention Programs

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Common Issues in Selecting

Evidence

-

Based Programs

Resources:_Resources:

“We don’t have enough money from SDFS to _{“We don’t have enough money from SDFS to}

purchase the program that seems best for the needs purchase the program that seems best for the needs of our youth.” of our youth.” Solutions? Solutions? Fidelity/Adaptability:_{Fidelity/Adaptability:}

“The program has too many lessons or the lessons _{“The program has too many lessons or the lessons}

take too long to implement.” take too long to implement.”

Solutions?

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