Trial reportPrevention science : the official journal of the Society for Prevention Research2015
Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial.
Trial report in Prevention science : the official journal of the Society for Prevention Research, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- A Multicomponent Preventive Intervention in the Early Elementary Years: A Look at Academic and Social Adjustment Outcomes.Prevention science : the official journal of the Society for Prevention Research · 2025Trial
- Positive behavior support in school - a quasi-experimental mixed methods study and a randomized controlled trial.BMC psychology · 2024Trial
- Game On-Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game.Prevention science : the official journal of the Society for Prevention Research · 2020Trial
- Role of early childhood educators' demographic characteristics and perceived work environment in implementation of a preschool health promotion intervention.Archives of public health = Archives belges de sante publique · 2023Article
- Influence of Classroom-Level Factors on Implementation Fidelity During Scale-up of Evidence-Based Interventions.Prevention science : the official journal of the Society for Prevention Research · 2022Article
- Does Training Modality Predict Fidelity of an Evidence-based Intervention Delivered in Schools?Prevention science : the official journal of the Society for Prevention Research · 2021Article
- Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden.Frontiers in psychology · 2021Article
- Minimizing Health-Compromising Behaviors via School-Based Programs: An Optimization Approach.The journal of primary prevention · 2020Article
- Implementation of targeted mental health interventions in urban schools: Preliminary findings for impact of training strategy on program fidelity.Evidence-based practice in child and adolescent mental health · 2020Article
- Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.Prevention science : the official journal of the Society for Prevention Research · 2018Article
- Studying Program Implementation Is Not Easy but It Is Essential.Prevention science : the official journal of the Society for Prevention Research · 2015Article
- Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality.Prevention science : the official journal of the Society for Prevention Research · 2015Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Although it is widely recognized that variation in implementation fidelity influences the impact of preventive interventions, little is known about how specific contextual factors may affect the implementation of social and behavioral interventions in classrooms. Theoretical research highlights the importance of multiple contextual influences on implementation, including factors at the classroom and school level (Domitrovich et al., Advances in School Mental Health Promotion, 1, 6-28, 2008). The current study used multi-level modeling to empirically examine the influence of teacher, classroom, and school characteristics on the implementation of classroom-based positive behavior support strategies over the course of 4 years. Data were collected in the context of a 37-school randomized controlled trial examining the effectiveness of school-wide Positive Behavioral Interventions and Supports. Multi-level results identified several school-level contextual factors (e.g., school size, behavioral disruptions) and teacher-level factors (perceptions of school organizational health and grade level taught) associated with variability in the implementation of classroom-based positive behavior supports. Implications for prevention research and practice are discussed.
Indexed as
Identifiers
24793222What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.