Evidence-Based Policies & Practices

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Are the Capacities Needed To Put a Particular Intervention in Place?

Intervention-specific capacities are the human, technical, and fiscal conditions important for successfully implementing a particular intervention with quality (Flaspohler et al., 2008; Scaccia et al., 2014) 4 . Although table 3 presents global constructs associated with intervention-specific capacity, each new program, practice, or policy has

What Is the General Capacity of the Organization

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Is the General Capacity of the Organization That Will Implement the Intervention?

General organizational capacities are related to maintaining a functioning organization (e.g., sufficient staffing, effective organizational leadership) and connecting with other organizations and the community. This includes the context, culture, current infrastructure, and organizational processes of the organization where the EBI will be imple

To What Extent Is the Organization Motivated To

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. To What Extent Is the Organization Motivated To Implement the Intervention?

Scaccia et al. (2014) define motivation as being influenced by the “perceived incentives and disincentives that contribute to the desirability” to use an intervention. We see motivation as both individual and organizational. Motivation is specific to the intervention being implemented. It includes beliefs about and support for the intervention

What Are the Core Components of Readiness?

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Are the Core Components of Readiness?

This brief builds on the readiness literature and in particular a conceptualization of readiness proposed by Scaccia and colleagues (2014). Three components of readiness should be considered when implementing an EBI that is new to an organization: motivation, general capacity, and intervention-specific capacity. 2 The three components can be depi

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Introduction

Program administrators and staff are increasingly called to use evidence-based interventions (EBIs) and practices 1 to improve outcomes for children and youth across a variety of areas. However, an often unmeasured but necessary precondition for undertaking program improvement activities is that an organization be “ready” for the change; that

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Executive Summary

As more federal agencies recommend that organizations implement evidence-based interventions (EBIs), it is critical to know whether an organization is ready to implement these approaches. “Readiness” refers to the extent to which an organization is both willing and able to implement a particular practice.

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. About This Issue Brief

This issue brief was written by Allison Dymnicki, Ph.D., of the American Institutes for Research, Abraham Wandersman, Ph.D., of the University of South Carolina, David Osher, Ph.D., of the American Institutes for Research, Violanda Grigorescu, M.D., of the Centers for Disease Control and Prevention, and Larke Huang, Ph.D.,of the Substance Abuse a

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions

This brief is one in a series exploring issues related to the implementation of evidence-based interventions. It describes the basics of readiness using the R=MC2 (Readiness = Motivation × General Capacity and Intervention-Specific Capacity) heuristic, examines some of the policy implications of readiness, and identifies directions for future res

ib_Readiness.pdf
PDF

Content by Keyword: Evidence-Based Policies & Practices

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Are the Capacities Needed To Put a Particular Intervention in Place?

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Is the General Capacity of the Organization That Will Implement the Intervention?

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. To What Extent Is the Organization Motivated To Implement the Intervention?

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Are the Core Components of Readiness?

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Introduction

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Executive Summary

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. About This Issue Brief

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions

ib_Readiness.pdf

PTSD Associated Symptoms and the Percent of Trafficked Women Ranking These Symptoms as Severe

Exhibit ES-2 Research Designs and Samples for the Seven Evaluation Sites

Table 5. Quadratic and Piecewise Analysis Results

Table 17. Conceptual cutpoints used for the conceptual version of the In the Running index

Table 14. ECLS-K: variables included in the “In the Running” indices for the fifth grade data

Table 11b. Profiles from latent profile analysis in NICHD SECCYD

Table 11a. Profiles from latent profile analysis in NICHD SECCYD

Table 10. Covariates in ECLS-K.

Table 9. Covariates in NICHD SECCYD

Table 13. Summary of findings from piecewise analyses predicting outcomes across both datasets

Table 12. Research questions and analytic approaches

Table 6. Research questions and corresponding analytic approaches for the In the Running project

Pages