implementation science what do we know.pdf

Applying Implementation Science in Early Childhood

Programs and Systems

edited by

Tamara Halle, Ph.D.

Child Trends Washington, D.C.

Allison Metz, Ph.D.

National Implementation Research Network Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill

and

Ivelisse Martinez-Beck, Ph.D.

Division of Child and Family Development Office of Planning, Research and Evaluation (OPRE) Administration for Children and Families Washington, D.C.

Baltimore • London • Sydney

Excerpted from Applying Implementation Science in Early Childhood Programs and Systems edited by Tamara Halle, Ph.D., Allison Metz, Ph.D., & Ivelisse Martinez-Beck, Ph.D. Brookes Publishing © | All rights reserved

Contents

  1. About the Editors
  2. Contributors
  3. Foreword Samuel L. Odom
  4. Acknowledgments
  5. Introduction: Where Is the New Frontier of Implementation Science in Early Care and Education Research and Practice? Ivelisse Martinez-Beck

Section I Implementation Science: Defining the New Frontier

1. Implementation Science: What Do We Know and Where Do We Go from Here? Robert P. Franks and Jennifer Schroeder

2. The Key Components of Successful Implementation Allison Metz, Tamara Halle, Leah Bartley, and Amy Blasberg

3. Readiness to Change: Effective Implementation Processes for Meeting People Where They Are Shira M. Peterson

4. Innovative Methodologies to Explore Implementation: Whole-Part-Whole—Construct Validity, Measurement, and Analytical Issues for Intervention Fidelity Assessment in Education Research Chris S. Hulleman, Sara E. Rimm-Kaufman, and Tashia Abry

Section II Aligning Stage-Appropriate Evaluation with the Stages of Implementation: Formative Evaluation and Fidelity

5. Studying the Implementation of Coaching-Based Professional Development Douglas R. Powell and Karen E. Diamond

6. Implementation of Getting Ready: A Relationship-Focused Intervention to Support Parent Engagement, Birth to 5 Lisa L. Knoche

7. An Eye to Efficient and Effective Fidelity Measurement for Both Research and Practice Chrishana M. Lloyd, Lauren H. Supplee, and Shira Kolnik Mattera

8. Applying Lessons Learned from Evaluations of Model Early Care and Education Programs to Preparation for Effective Implementation at Scale Jason Downer

Section III Aligning Stage-Appropriate Evaluation with the Stages of Implementation: Ongoing Monitoring and Scale-Up/Replication

9. Lessons Learned in the Implementation of the TRIAD Scale-Up Model: Teaching Early Mathematics with Trajectories and Technologies Julie Sarama and Douglas H. Clements

10. Improving Implementation of the Nurse–Family Partnership in the Process of Going to Scale Peggy Hill and David Olds

11. Implementation and Replication of the Educare Model of Early Childhood Education Noreen Yazejian, Donna Bryant, and Portia Kennel

12. Using Implementation Science to Support Replication, Scale-Up, and Ongoing Monitoring Carolyn Layzer

Section IV Implementation Science at the Systems Level

13. Considering Statewide Professional Development Systems Kathryn Tout, Allison Metz, and Leah Bartley

14. Evaluating Implementation of Quality Rating and Improvement Systems Diane Paulsell, Kathryn Tout, and Kelly Maxwell

15. Applications of Implementation Science to Early Care and Education Programs and Systems: Implications for Research, Policy, and Practice Tamara Halle, Martha Zaslow, Ivelisse Martinez-Beck, and Allison Metz

About the Editors

Tamara Halle, Ph.D., Codirector of Early Childhood Research and Senior Research Scientist

Dr. Halle is a developmental psychologist who codirects Child Trends’s early childhood research practice. She conducts research on children’s early cognitive and social development, children’s school readiness, family and community supports for school readiness, and school characteristics associated with ongoing achievement and positive development.

Allison Metz, Ph.D., Associate Director and Scientist

Dr. Metz is a developmental psychologist specializing in the effective implementation and scaling up of evidence-based and evidence-informed programs and strategies in human service and early childhood settings.

Ivelisse Martinez-Beck, Ph.D., Senior Social Science Research Analyst

Dr. Martinez-Beck's work involves coordinating the child care research team in OPRE, developing the child care policy research agenda, and managing large research projects.

CHAPTER 1

Implementation Science

What Do We Know and Where Do We Go from Here?

Robert P. Franks and Jennifer Schroeder

Implementation science has gained traction in various fields. It emphasizes the necessity of implementing programs faithfully to ensure effectiveness. Research shows that fidelity to evidence-based models directly impacts desired outcomes. Notably, successful implementation can significantly enhance program outcomes.

Implementation science is pivotal in ensuring effective changes in early childhood education (ECE). The chapter delves into defining implementation science and its relevance, along with exploring terms like diffusion, replication, and fidelity, which are crucial for understanding the implementation process.

Definitions of Commonly Used Terms

Major Themes in Implementation Literature

Recent studies highlight the importance of factors affecting implementation, including readiness, capacity, and engagement. A structured assessment is vital before starting the implementation process, as it helps gauge capacity for change and readiness to adapt practices.

Challenges and Limitations

Summary

This chapter presents a comprehensive view of implementation science in early childhood programs, emphasizing the importance of aligning research, policy, and practice to improve outcomes. It proposes rigorous implementation processes to ensure effective resource utilization within the field.