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Direct linkVaughan K. Collins; Catherine M. Corbin; Jill J. Locke; Clayton R. Cook; Mark G. Ehrhart; Kurt D. Hatch; Aaron R. Lyon – Grantee Submission, 2024
Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created…
Descriptors: Leadership, Usability, Evidence Based Practice, Program Implementation
Catherine 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
Catherine M. Corbin; Aaron R. Lyon; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Jill Locke – School Psychology, 2024
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…
Descriptors: School Personnel, Burnout, Transformational Leadership, Program Implementation
Jill Locke; Catherine M. Corbin; Roger G. Goosey; Vaughan K. Collins; Mark G. Ehrhart; Kurt Hatch; Christine Espeland; Aaron R. Lyon – Grantee Submission, 2025
Background: Implementation of evidence-based practices (EBPs) in schools is fraught with challenges. Even when EBPs are initiated, deterioration of implementation efforts often hinders their long-term success. School leadership behaviors can influence teachers' EBP implementation. Our study tested an implementation strategy called Helping…
Descriptors: Evidence Based Practice, Leadership Training, Program Implementation, Program Effectiveness
Catherine M. Corbin; Aaron R. Lyon; Vaughan K. Collins; Mark G. Ehrhart; Roger Goosey; Jill Locke – Grantee Submission, 2023
Successful implementation of school-wide interventions (i.e., delivered to all students by a wide array of school personnel) is key to promoting students' academic achievement and psychosocial development. Yet, the implementation of school-wide interventions is complex and can be psychologically taxing for implementing personnel. If evidence-based…
Descriptors: School Personnel, Burnout, Transformational Leadership, Program Implementation
Vaughan K. Collins; Catherine M. Corbin; Jill J. Locke; Clayton R. Cook; Mark G. Ehrhart; Kurt D. Hatch; Aaron R. Lyon – School Mental Health, 2024
Although there are a growing number of implementation strategies to increase the adoption, fidelity, and sustainment of evidence-based practices (EBP), they are often complex and bulky, which can interfere with their widespread application. To address these challenges, the Helping Educational Leaders Mobilize Evidence (HELM) strategy was created…
Descriptors: Program Implementation, Leadership Training, Evidence Based Practice, Organizational Change
Download full textAaron R. Lyon; Catherine M. Corbin; Eric C. Brown; Mark G. Ehrhart; Jill Locke; Chayna Davis; Elissa Picozzi; Gregory A. Aarons; Clayton R. Cook – Grantee Submission, 2022
Background: Strategic implementation leadership is a critical determinant of successful implementation, hypothesized to create a more supportive implementation climate conducive to the adoption and use of evidence-based practices. Implementation leadership behaviors may vary significantly across contexts, necessitating studies that examine the…
Descriptors: Test Construction, Test Validity, Leadership, Children
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
