Using the interactive systems framework in understanding the relation between general program capacity and implementation in afterschool settings.
Using the interactive systems framework in understanding the relation between general program capacity and implementation in afterschool settings.
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DOI：
10.1007/s10464-012-9500-3
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发表时间：
2012-12
影响因子：
3.1
通讯作者：
Smith, Emilie Phillips
中科院分区：
文献类型：
--
作者：
Halgunseth, Linda C.;Carmack, Chakema;Childs, Sharon S.;Caldwell, Linda;Craig, Amanda;Smith, Emilie Phillips
本研究使用交互式系统框架（ISF）来了解能力如何影响课后环境中预防计划的实施。八个课外场所接受了良好行为游戏 (GBG) 干预，该计划旨在促进支持性行为管理和积极的青少年行为。根据 ISF 的预防支持系统组成部分，课后干预工作人员接受了培训，并每周接受教练的现场支持，以实施 GBG。结果发现，GBG 的实施在组织和社区能力水平都很高的课外项目中效果最好；仅在一种能力水平上得分较高会导致实施得分较低。因此，组织更有条理、设施充足、与社区中的个人或组织建立牢固联系的课外场所在实施保真度和质量方面得分较高。这项研究强调了在努力促进课外环境中循证实践的过程中考虑多个级别的一般能力之间的相互作用的重要性。
The present study uses the Interactive Systems Framework (ISF) to understand how capacity influences the implementation of prevention programs in afterschool settings. Eight afterschool sites received the Good Behavior Game (GBG) intervention, a program designed to foster supportive behavioral management and positive youth behavior. In line with the Prevention Support System component of ISF, the intervention afterschool staff was trained and received weekly on-site support from coaches in implementing the GBG. It was found that GBG implementation was greatest in afterschool programs that rated high on both organizational and community levels of capacity; high scores on only one level of capacity resulted in lower implementation scores. Thus, afterschool sites that were more organized, maintained adequate facilities, and developed strong linkages to individuals or organizations in the community scored higher in implementation fidelity and quality. This study highlights the importance of considering interactions among multiple levels of general capacity in efforts to promote evidence-based practices in afterschool settings.
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