Dental service providers have limited capacity to identify strategies to implement evidence-based practices (EBPs). We developed a rigorous yet parsimonious scoping review approach to identify, select, and rate implementation strategies based on an oral health system context. From 153 strategies identified, we selected the top 11 strategies, which had a moderate level of support of evidence and where managers were the main actors. The main actions were to educate, remind, structure, and influence. Targets included dentists, dental hygienists, and assistants and managers from a large prepaid dental care delivery system. This approach responds to calls for rapid and innovative methods to implement EBPs in oral health.

Students exhibiting behaviours of concern are at increased risk of poor outcomes during their school years. The implementation of school-wide positive behavioural interventions and supports (SWPBIS) has repeatedly been shown to be an effective, evidence-based approach that supports teachers to select and adopt effective practices to meet the social and behavioural needs of all learners. Implementation of SWPBIS within Australian schools is increasing. Although there is considerable evidence supporting the effectiveness and efficacy of SWPBIS as a means to improve the behavioural outcomes of all students, these positive outcomes largely depend on the actions of teachers. To this point, very limited research has been published that explores the experiences of teachers working in Australian schools currently implementing SWPBIS. The current study asked 206 Victorian teachers working in schools implementing SWPBIS two open-ended questions about the factors that they believed were facilitators or barriers to their ability to improve the behavioural outcomes of their students. The most commonly reported facilitators were availability of time, consistency of staff implementation of behaviour support, and adequate training. The most frequently identified barriers were a lack of time and inconsistent implementation. The practical and research implications of these preliminary qualitative findings are discussed.

This article is the first in a series of two articles about Occupational Therapy and Primary Care. This first article describes the health policy context in which primary health care should be strengthened. A definition of occupational therapy is given and the scope of the profession is explained. Based on a survey amongst the (experts of) member associations of COTEC, an overview is given of the main target groups and how occupational therapy is embedded and organized in different countries. In a position statement it is argued why occupational therapy can and should contribute to a comprehensive integrated primary care and challenges to strengthen the position of the profession are described.

This is the second article in a series of two about occupational therapy and primary care. The first article (see PH&RD….) described the position of the profession in primary care across Europe and the scope of the profession. In this article the broad scope of the profession is illustrated with various examples of occupational therapy interventions. The interventions are identified by means of a literature search. A questionnaire (the questionnaire is available by mailing the author) was sent out to experts across Europe which resulted in both relevant literature and evidence-based examples. The evidence level of these examples differs from expert opinion (5), case series (4), case–controlled studies (3), cohort studies (2) and randomized-control trial (1). The article ends with recommendations in four areas how to develop, establish or strengthen the profession in primary care.

Implementation of multi-tiered systems of support is occurring within and across a number of countries with an increased recent focus on the development of local system capacity to maintain high levels of practice implementation fidelity. The purpose of this paper is to describe the importance of local capacity development in the high fidelity and sustained implementation of empirically supported practices within a multi-tiered system of support. After we describe the rationale for, and descriptions of, capacity development and multi-tiered systems of support, we (a) present a framework for the development of implementation capacity, (b) emphasise guiding concepts and principles, and (c) use positive behavioural interventions and supports as an example of a capacity development framework. We conclude with implications and recommendations.

Fifty years have elapsed since the passage of the Community Mental Health Centers (CMHC) Act in 1963 that reflected the legislative peak of the community mental healthcare movement in the US Progress of the last 10 years is represented both by expansions of evidence-based practices (EBPs) and the development of emerging practices and fundamental shifts in the orientation of the system stimulated by the consumer-driven recovery movement. Established EBPs have accumulated expanded evidence, new EBPs have been developed and emerging EBPs are gaining increased acceptance. While the lack of widespread implementation of EBPs as well as the limitations of these technologies produces unnecessary suffering and disability, we believe that the growth of evidence for treatments and services justifies optimism for the future.

Dempsey (this issue) has provided a commentary on our study (Carter, Stephenson, & Strnadová, 2011) examining the reported rates of use of instructional practices by Australian special educators. Examining this commentary, it is evident that on many issues we are on the same page and agree on many of the fundamental conclusions to be drawn from the study. Nevertheless, Dempsey did express concern regarding several aspects of the reporting of the study, which were suggested to have the ‘potential to mislead’ readers. In essence, these criticisms revolve around four substantive points and these will each be addressed.

This research examined the reported level of implementation of eight practices in a national sample of Australian special education teachers, replicating the North American study of Burns and Ysseldyke (2009). The 194 respondents reported extensive use of a number of evidence-based practices, such as direct instruction and applied behaviour analysis. Conversely, a number of practices that have very weak empirical foundations or can be considered disproven, such as perceptual-motor training and modality instruction, continue to be used at moderate-to-high levels. In addition, compared to their North American counterparts, Australian special education teachers used a number of evidence-based practices significantly less frequently and used perceptual-motor programs more frequently. Implications of these results are discussed.