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Direct linkCatherine M. Corbin; Yanchen Zhang; Mark G. Ehrhart; Jill Locke; Aaron R. Lyon – Prevention Science, 2024
The effectiveness of school-based universal prevention programs is frequently diminished due to low-quality implementation. Organizational factors support high-quality implementation because of their broad influence across implementers. Conceptually, implementation leadership (i.e., behaviors that prioritize, reward, and support evidence-based…
Descriptors: Elementary School Teachers, Evidence Based Practice, Principals, Program Implementation
Jill Locke; Nathaniel J. Williams; Aksheya Sridhar; Mark G. Ehrhart; Alex Dopp; Marissa Thirion; Christine Espeland; Brandon Riddle; Kelcey Schmitz; Kurt Hatch; Lindsey Buehler; Aaron R. Lyon – Grantee Submission, 2025
Background: Schools need to implement universal student supports that prevent social, emotional, and behavioral difficulties; minimize associated risks; and promote social, emotional, and behavioral competencies. The purpose of this study is to examine the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy…
Descriptors: Positive Behavior Supports, Elementary Schools, Program Implementation, Program Effectiveness
Download full textAndrew J. Thayer; Clayton R. Cook; Chayna Davis; Eric C. Brown; Jill Locke; Mark G. Ehrhart; Gregory A. Aarons; Elissa Picozzi; Aaron R. Lyon – Grantee Submission, 2022
Background: Implementation climate is an organizational construct theorized to facilitate the adoption and delivery of evidence-based practices. Within schools, teachers often are tasked with implementing universal prevention programs. Therefore, they are ideal informants when assessing school implementation climate for initial and continuous…
Descriptors: Construct Validity, Evidence Based Practice, Organizational Climate, Program Implementation
Catherine M. Corbin; Maria L. Hugh; Mark G. Ehrhart; Jill Locke; Chayna Davis; Eric C. Brown; Clayton R. Cook; Aaron R. Lyon – Grantee Submission, 2022
For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Teacher Attitudes
Catherine M. Corbin; Maria L. Hugh; Mark G. Ehrhart; Jill Locke; Chayna Davis; Eric C. Brown; Clayton R. Cook; Aaron R. Lyon – School Mental Health, 2022
For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers' perceptions of SWPBIS feasibility can help…
Descriptors: Positive Behavior Supports, Program Implementation, Student Behavior, Teacher Attitudes
