Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 15 - Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
from Part IV - Successful Implementation of Specific Programmes and Interventions:
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter describes an ecological approach to treatment called EcoFit that was inspired by research suggesting that the most successful integrative interventions are those which target multiple domains of children and families. In addition to describing the intervention model and its effectiveness in decreasing youth problem behavior, the chapter also discusses issues relevant to implementation in the school context. Students' disruptive behaviors at school can cause serious problems for teachers, parents, and society. The EcoFIT model was designed for implementation in schools and comprises specific components that facilitate parent involvement and family-school connectedness. The chapter talks about the components of EcoFIT that include the family resource center (FRC), the family checkup (FCU), and a structured menu of intervention options. Successful adoption and implementation of the EcoFIT model within schools involves several requisite components, such as school resources and infrastructure, proper training and implementation manuals, and program fidelity checks.
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- Handbook of Implementation Science for Psychology in Education , pp. 264 - 276Publisher: Cambridge University PressPrint publication year: 2012
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