Youth

Maternal, Infant, and Early Childhood Home

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Maternal, Infant, and Early Childhood Home Visiting Program

Visiting Program (MIECHV), administered by the Health Resources and Services Administration (HRSA) in collaboration with the Administration for Children & Families (ACF), implemented a provision of the Patient Protection and Affordable Care Act (2010), which expanded home visiting to states, territories, and tribes (Supplee, et al., 2013). Th

How Do We Partner With and Foster Readiness in

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. How Do We Partner With and Foster Readiness in Settings With Limited Capacity and Willingness?

Some organizations with critical needs and who receive federal funding may not currently have the capacity to implement EBIs with quality. 7 This problem can be addressed by working with these organizations to first build their capacity through a readiness development phase of the initiative.

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Is the Role of TTA in Supporting Implementation Readiness?

TTA providers need to use their limited resources and capacities strategically. Analysis of readiness (specifically motivation, general organizational capacity, and intervention-specific capacity) can help to align the strengths and limitations of a grantee with the types of TTA that are deemed appropriate (Wandersman, Chien, & Katz, 2012). Co

How To Assess Implementation Readiness Through

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. How To Assess Implementation Readiness Through Funding Opportunity Announcements

In various venues, federal staff have expressed a strong interest in asking about readiness appropriately in FOAs. Table 4 presents sample questions that could be included in FOAs that assess the three readiness components along with criteria that federal staff might use when reviewing FOA responses.

Interactive Systems Framework for Dissemination

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Interactive Systems Framework for Dissemination and Implementation (ISF)

The ISF has been applied in many fields of prevention and treatment, including to summarize the literature; for example, home visiting programs (Paulsell, Del Grosso & Supplee (in press); child abuse prevention (Brodowski et al., 2013), and diagnosing needs for TTA (e.g., a CDC teen pregnancy prevention initiative, Lesesne et al., 2008).

Implications of Readiness for Staff Working in

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

The importance of readiness when implementing an EBI raises a variety of questions for practitioners, funders, training and technical assistance (TTA) providers, and researchers, including:

What Does Readiness Look Like During Different

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. What Does Readiness Look Like During Different Phases of Implementation?

The National Implementation Research Network framework describes four phases of implementation:

Understanding Organizational Readiness as R=MC2

Willing, Able -> Ready: Basics and Policy Implications of Readiness as a Key Component for Scaling up Implementation of Evidence-Based Interventions. Understanding Organizational Readiness as R=MC2

Organizational readiness for an intervention is a function of three components: (1) motivation, (2) general organizational capacity, and (3) intervention-specific capacities. Each component contributes to an organization’s readiness and is abbreviated by R=MC 2 (Scaccia et al., 2014). One implication is that if any of the components is zero or

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

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Pathways to Adulthood and Marriage: Teenagers’ Attitudes, Expectations, and Relationship Patterns

Prepared By: Robert G. Wood, Sarah Avellar, Brian Goesling Mathematica Policy Research, Inc. (MPR) Project Director: Robert G. Wood Submitted to: U.S. Department of Health and Human Services (HHS) Assistant Secretary for Planning and Evaluation (ASPE) Project Officer: Jennifer Burnszynski Contract No.: 233-02-0086 MPR Ref

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