Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship.
Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship.
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DOI：
10.1186/s13012-017-0705-6
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发表时间：
2018-01-08
期刊：
影响因子：
--
通讯作者：
Aarons GA
中科院分区：
文献类型：
--
作者：
Lyon AR;Cook CR;Brown EC;Locke J;Davis C;Ehrhart M;Aarons GA
大量的文献已经建立了在社区环境中实施循证实践的内部组织环境的作用，但很少有这种研究已经扩展到教育部门，为儿童和青少年提供心理和行为健康服务的最常见的设置之一。本研究探讨了一套实用的组织工具的因素结构，心理测量特性和相互关系，测量学校组织实施环境的关键方面：（1）战略实施领导，（2）战略实施气候，（3）实施公民行为。实施领导力量表（ILS），实施气候量表（ICS）和实施公民行为量表（ICBS）由一个研究小组改编，该研究小组包括原量表作者和在学校实施循证实践的专家。这些工具，然后管理到一个具有地域代表性的样本（n = 196）的学校为基础的心理/行为健康顾问，通过一系列的验证性因素分析，以评估的信度和结构效度。总体而言，ILS、ICS和ICBS的原始因子结构在当前样本中得到了证实。唯一的例外是ICS的奖励子量表功能不佳，在最终的ICS模型中被删除。作为组织实施背景总体模型的一部分进行评价的订正措施之间的相关性表明了独特和共同的差异。目前的分析表明，修订后的工具，以实施循证心理和行为的做法在教育部门的强大的适用性。一个功能不佳的子量表（ICS奖励）归因于典型的教育政策，不允许个人的财务激励人员。未来的扩展，修订和应用的工具在学校的潜在方向进行了讨论。
A substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior. The Implementation Leadership Scale (ILS), Implementation Climate Scale (ICS), and Implementation Citizenship Behavior Scale (ICBS) were adapted by a research team that included the original scale authors and experts in the implementation of evidence-based practices in schools. These instruments were then administered to a geographically representative sample (n = 196) of school-based mental/behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses. Overall, the original factor structures for the ILS, ICS, and ICBS were confirmed in the current sample. The one exception was poor functioning of the Rewards subscale of the ICS, which was removed in the final ICS model. Correlations among the revised measures, evaluated as part of an overarching model of the organizational implementation context, indicated both unique and shared variance. The current analyses suggest strong applicability of the revised instruments to implementation of evidence-based mental and behavioral practices in the education sector. The one poorly functioning subscale (Rewards on the ICS) was attributed to typical educational policies that do not allow for individual financial incentives to personnel. Potential directions for future expansion, revision, and application of the instruments in schools are discussed.
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DOI：
10.1186/1748-5908-4-50
发表时间：
2009-08-07
期刊：
Implementation science : IS
影响因子：
--
作者：
Damschroder LJ;Aron DC;Keith RE;Kirsh SR;Alexander JA;Lowery JC
通讯作者：
Lowery JC
DOI：
10.1080/1754730x.2008.9715730
发表时间：
2008-01-01
期刊：
ADVANCES IN SCHOOL MENTAL HEALTH PROMOTION
影响因子：
--
作者：
Domitrovich, Celene E.;Bradshaw, Catherine P.;Ialongo, Nicholas S.
通讯作者：
Ialongo, Nicholas S.
影响因子：
1.5
作者：
Blount, Alexander;Kathol, Roger;Peek, C. J.
通讯作者：
Peek, C. J.
影响因子：
7.2
作者：
Aarons, Gregory A.;Sklar, Marisa;Brown, C. Hendricks
通讯作者：
Brown, C. Hendricks
影响因子：
3.8
作者：
Costello, E. Jane;He, Jian-ping;Merikangas, Kathleen Ries
通讯作者：
Merikangas, Kathleen Ries