@article{ref1,
title="Bringing evidence-based interventions into the schools: an examination of organizational factors and implementation outcomes",
journal="Child and youth services",
year="2022",
author="Frank, Hannah E. and Saldana, Lisa and Kendall, Philip C. and Schaper, Holle A. and Norris, Lesley A.",
volume="43",
number="1",
pages="28-52",
abstract="Although schools are one of the largest providers of behavioral health services for youth, many barriers exist to the implementation of evidence-based interventions in schools. This study used the Stages of Implementation Completion (SIC) to examine school-based implementation outcomes for a computer-assisted cognitive behavioral therapy intervention for anxious youth. Organizational factors and predictors of program startup also were examined. <br><br>RESULTS indicated that the SIC detected implementation variability in schools and suggested that spending more time completing pre-implementation activities may better prepare schools for active implementation of program delivery. Furthermore, proficiency emerged as a potentially important organizational factor to examine in future school-based implementation research.<p /> <p>Language: en</p>",
language="en",
issn="0145-935X",
doi="10.1080/0145935X.2021.1894920",
url="http://dx.doi.org/10.1080/0145935X.2021.1894920"
}