Dissemination Model for Community-Based Infrastructures

描述（由申请人提供）：传播融合模型（DCM）创建了一个可持续的基础设施，具有持续的社区自我评估能力，包括评估儿童和家庭服务系统。DCM使用社区-科学家合作团队（CSCT）作为规划和决策机构，并要求通过现有或修改的社区和学校基础设施提供干预组件。在社区评估方面，我们正努力建立一个当地可访问的社区数据库，每月评估关键指标。为此，俄勒冈州一个农村县的十几名机构主任签署了详细说明具体指标的协议备忘录。CDb的开发和测试将包括五项实施活动：（1）机构对CDb的认识和理解，（2）评估抵制和接受情况，（3）CDb输入和查询的培训方法，（4）开发CDb网站以提高效用，以及（5）评估CDb的使用频率、类型和效益。我们将测试CDb的有效性与试点应用的多成分干预，以防止反社会和暴力行为的学龄儿童。干预包使用俄勒冈州社会学习中心模式的家长管理培训（PMT）。我们将PMT与俄勒冈州现有的和众所周知的基于学校的技术联系起来，包括第一步，其重点是改善入学时幼儿的行为问题，以及有效的行为支持，这是一种全校范围的纪律方法。对前两所学校的干预将使我们能够在讲英语和西班牙语的社区进行试点干预。然后，我们将随机分配两个地理上遥远的学校在县内立即与延迟干预条件。我们将使用多基线设计来跟踪学校和社区的时间变化。定性和网络分析将用于处理来自焦点小组的数据，对机构主任、学校校长、县专员委员会以及为CDb做出贡献和利用CDb的机构工作人员的访谈。将使用时间序列分析，根据学校和社区每月的投入评估儿童发展b指标的轨迹。

DESCRIPTION (provided by applicant): The Dissemination Convergence Model (DCM) creates a sustainable infrastructure with an ongoing capacity for community self-evaluation, including assessment of child and family service systems. The DCM uses a community-Scientist Collaboration Team (CSCT) as the planning and decision-making body, and requires that intervention components be delivered through existing or modified community and school infrastructures. For community assessment, we are working to construct a locally accessible Community Database (CDb) with key indicators assessed monthly. To this end, memoranda of agreement detailing specific indicators have been signed by more than a dozen agency directors in a rural Oregon county. Initialization and testing of the CDb will comprise five implementation activities: (1) agency awareness and understanding of the CDb, (2) assessing resistance and acceptance, (3) training methods for input and queries of the CDb, (4) website development of the CDb for improved utility, and (5) assessing CDb utilization frequency, type and benefits. We will test CDb validity with a pilot application of a multi-component intervention to prevent antisocial and violent behavior in school-age children. The intervention package uses the Oregon Social Learning Center model for parent management training (PMT). We link PMT with proven school-based technologies that are available and well known in Oregon, including First Step, which focuses on ameliorating behavior problems in young children at school entry, and Effective Behavioral Support, a school-wide discipline approach. Intervention in the first two schools will allow us to pilot the intervention in English and Spanish-speaking neighborhoods. We will then randomly assign two geographically distant schools within the county to immediate versus delayed intervention conditions. We will use a multiple baseline design to track changes across time in schools and neighborhoods. Qualitative and network analyses will be used to process data from focus groups, interviews of agency directors, school principals, the Board of County Commissioners, and agency staff who contribute to and utilize the CDb. Time series analyses will be used evaluate CDb indicator trajectories based on school and community monthly inputs.