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ERIC Number: ED673499
Record Type: Non-Journal
Publication Date: 2025-May
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Targeted Assistance in Action Brief: Universal Technical Assistance
Kris Earl; Rebekah Hornak
State Implementation and Scaling-up of Evidence-based Practices Center
Technical assistance (TA) is a term used to describe efforts provided to an individual or organization to support capacity development (Katz & Wandersman, 2016; West et al, 2012) to promote the adoption of evidence-based practices or affect systems change (Dunst et al., 2019). This capacity development can focus on developing knowledge and skills to improve performance quality, effectiveness, and efficiency (West et al., 2012). The intensity and types of TA can be tailored according to the needs and desired outcomes of the recipient. The State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center uses a differentiated three-tiered approach to support states in developing an infrastructure for implementing and scaling evidence-based practices, including universal, targeted, and intensive TA. This brief describes SISEP's approach to Universal TA and dissemination practices that make it a critical component of SISEP's tiered TA approach.
State Implementation and Scaling-up of Evidence-based Practices Center. Available from: FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: https://sisep.fpg.unc.edu/about-us
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Authoring Institution: University of North Carolina at Chapel Hill, State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center; University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute; National Implementation Research Network (NIRN)
Grant or Contract Numbers: H326K220001
Department of Education Funded: Yes
Author Affiliations: N/A