Max Crowley, Mark Greenberg & Mark Feinberg
The Prevention Research Center for the Promotion of Human Development
        ...
   Community stakeholders utilize a diverse body
    of knowledge when making decisions about
    evidence-based preventi...
   Difficulties in taking evidence-based programs to
    scale (Ennett, et al, 2003; Wandersman & Florin, 2003;
    Ringw...
   Three primary areas of programming
    knowledge:
    ◦ Adoption
       Sources of Prevention Programs
       Standa...
   PROSPER’s goal is to develop community-based
    initiatives for the widespread delivery of
    evidence-based prevent...
PROSPER Organizational
         Structure
                     Local Community Teams
                Extension Agent, Pub...
   Across-Stage Mixed Model Design

   Structured Open-Ended Interview of Community
    Leaders (n=422)

   Grounded Th...
Knowledge of Evidence-Based
Program Sources
     “If someone asked you for the names of a couple
       of good prevention...
Percentage of Condition with
                                          Expert Knowledge of EBPs Sources
                  ...
Percentage of Condition with
                                          Expert Knowledge of EBPs Sources
                  ...
“What kinds of information do you look for to decide
      if a program is backed by good research?”

   An expert knowle...
Percentage of Condition with
                                          Expert-Level Standards of Evidence
                ...
Percentage of Condition with
                                          Expert-Level Standards of Evidence
                ...
“How can you ensure effective implementation of a
       prevention program- that is, make sure it was
            deliver...
Percentage of Condition with Expert-Level
                                          Knowledge of Fidelity Assurance
      ...
Percentage of Condition with Expert-Level
                                          Knowledge of Fidelity Assurance
      ...
Percentage of Condition with Expert-Level
                                          Knowledge of Fidelity Assurance
      ...
“What are the best ways to decide if a prevention
      program is working well in your community?”

   An expert level k...
Percentage of Condition with Expert-Level
                                         Knowledge of Program Evaluation
       ...
Percentage of Condition with Expert-Level
                                         Knowledge of Program Evaluation
       ...
   A large information gap remains between the
    current state of our science and its
    translation to practice as ex...
   Demonstration of the effectiveness of the
    PROSPER project and the value of robust TA
    for cultivating programmi...
   Sub-Group Analyses
   Moderators and Mediators
   Stakeholders in Urban Centers
   Cross Domain Knowledge Developme...
Acknowledgement of
            Our Partners in Research

               Investigators/Collaborators
      R. Spoth; C. Red...
www.prosper.ppsi.iastate.edu

   www.ppsi.iastate.edu

  www.prevention.psu.edu
   Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Education...
Cultivating Programming Knowledge  for the Dissemination of Evidence-Based Preventive Interventions: The PROSPER Model
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Cultivating Programming Knowledge for the Dissemination of Evidence-Based Preventive Interventions: The PROSPER Model

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Crowley, M., Greenberg, M & Feinberg, M. (2010, March). Cultivating Programming Knowledge
for the Dissemination of Evidence-Based Preventive Interventions: The PROSPER Model. Paper presented at The Third Annual NIH Conference on Dissemination & Implementation, Bethesda MD

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Cultivating Programming Knowledge for the Dissemination of Evidence-Based Preventive Interventions: The PROSPER Model

  1. 1. Max Crowley, Mark Greenberg & Mark Feinberg The Prevention Research Center for the Promotion of Human Development Pennsylvania State University NIH Conference on the Science of Dissemination and Implementation, March 15-16, 2010
  2. 2.  Community stakeholders utilize a diverse body of knowledge when making decisions about evidence-based prevention and health promotion programs (EBPs).  Few of the sources, standards and methods advocated by prevention scientists, are known to these community leaders.  The PROSPER model can lead to substantial increases in local stakeholder knowledge
  3. 3.  Difficulties in taking evidence-based programs to scale (Ennett, et al, 2003; Wandersman & Florin, 2003; Ringwalt, et al., 2009)  Limited programming capacity in local systems (Adleman & Taylor, 2003; Spoth & Greenberg. 2005; Wandersman, et al, 2008, Livet & Wandersman, 2005)  Remains unclear what knowledge of EBPs community leaders in these local systems possess
  4. 4.  Three primary areas of programming knowledge: ◦ Adoption  Sources of Prevention Programs  Standards of Evidence ◦ Implementation  Fidelity Assurance ◦ Evaluation  Program Evaluation
  5. 5.  PROSPER’s goal is to develop community-based initiatives for the widespread delivery of evidence-based prevention and youth development programs.  Utilizes the resources of Land Grant University and Extension systems and local Public School systems.  PROSPER centers on community capacity building and sustainability, so that selected interventions will continue to be implemented over time.
  6. 6. PROSPER Organizational Structure Local Community Teams Extension Agent, Public School Staff, Social Service Agency Representatives, Parent/Youth Representatives Prevention Coordinator Team– Extension Prevention Coordinators University/State-Level Team University Researchers, Extension Program Directors Spoth RL, & Greenberg MT. (2005) Toward a comprehensive strategy for effective practitioner-scientist partnerships and larger-scale community benefits. American Journal of Community Psychology; 35:107–126.
  7. 7.  Across-Stage Mixed Model Design  Structured Open-Ended Interview of Community Leaders (n=422)  Grounded Theory Analysis  Expert Knowledge Coding  Quantitative evaluation of differences between PROSPER & Control conditions
  8. 8. Knowledge of Evidence-Based Program Sources “If someone asked you for the names of a couple of good prevention programs for youth, where would you go to research effective prevention programs?”  An expert knowledge score was given to individuals’ responses that nominated a specific source of evidence-based prevention programs  Blueprints for Violence Prevention  SAMHSA’s NREPP
  9. 9. Percentage of Condition with Expert Knowledge of EBPs Sources 50 40 Intervention Control % Stakeholders w/ Expert Knowledge 30 20 10 0 1 2 3 4 Project Year
  10. 10. Percentage of Condition with Expert Knowledge of EBPs Sources 50 40 Intervention Control % Stakeholders w/ Expert Knowledge 30 20 10 0 1 2 3 4 Project Year
  11. 11. “What kinds of information do you look for to decide if a program is backed by good research?”  An expert knowledge score was given if individuals’ responses indicated evaluation of program effectiveness was based upon the: ◦ Research Design Quality ◦ Outcome data/statistical analyses ◦ Presence on a published prevention list
  12. 12. Percentage of Condition with Expert-Level Standards of Evidence 50 40 % Stakeholders w/ Expert Knowledge Intervention Control 30 20 10 0 1 2 3 4 Project Year
  13. 13. Percentage of Condition with Expert-Level Standards of Evidence 50 40 % Stakeholders w/ Expert Knowledge Intervention Control 30 20 10 0 1 2 3 4 Project Year
  14. 14. “How can you ensure effective implementation of a prevention program- that is, make sure it was delivered the way it was designed?”  An expert knowledge score was given if an individual described a specific method for assuring fidelity: ◦ Implementation Monitoring ◦ High-Quality Facilitator Training ◦ Strict Program Adherence
  15. 15. Percentage of Condition with Expert-Level Knowledge of Fidelity Assurance 50 Intervention % Stakeholders w/ Expert Knowledge 40 Control 30 20 10 0 1 2 3 4 5 6 Project Year
  16. 16. Percentage of Condition with Expert-Level Knowledge of Fidelity Assurance 50 Intervention % Stakeholders w/ Expert Knowledge 40 Control 30 20 10 0 1 2 3 4 5 6 Project Year
  17. 17. Percentage of Condition with Expert-Level Knowledge of Fidelity Assurance 50 Intervention % Stakeholders w/ Expert Knowledge 40 Control 30 20 10 0 1 2 3 4 5 6 Project Year
  18. 18. “What are the best ways to decide if a prevention program is working well in your community?”  An expert level knowledge score was given if individuals responses provided a specific quality method for evaluating program effectiveness: ◦ Instrument Deployment ◦ Participant Observation ◦ Planned Evaluations
  19. 19. Percentage of Condition with Expert-Level Knowledge of Program Evaluation 50 % Stakeholders w/ Expert Knowledge 40 Intervention Control 30 20 10 0 1 2 3 4 Project Year
  20. 20. Percentage of Condition with Expert-Level Knowledge of Program Evaluation 50 % Stakeholders w/ Expert Knowledge 40 Intervention Control 30 20 10 0 1 2 3 4 Project Year
  21. 21.  A large information gap remains between the current state of our science and its translation to practice as exemplified by the low-level of knowledge in the control group
  22. 22.  Demonstration of the effectiveness of the PROSPER project and the value of robust TA for cultivating programming knowledge.
  23. 23.  Sub-Group Analyses  Moderators and Mediators  Stakeholders in Urban Centers  Cross Domain Knowledge Development
  24. 24. Acknowledgement of Our Partners in Research Investigators/Collaborators R. Spoth; C. Redmond & C. Shin, S. Clair, C. Mincemoyer, D. Perkins, J. Welsh. Prevention Coordinators E. Berrena, M. Bode, B. Bumbarger, E. Hanlon K. James, J. Meek, A. Santiago, C. Orrson, M, Tomascik Research was funded by NIDA grant #DA 013709
  25. 25. www.prosper.ppsi.iastate.edu www.ppsi.iastate.edu www.prevention.psu.edu
  26. 26.  Adelman, H. S., & Taylor, L. (2003). On sustainability of project innovations as systemic change. Journal of Educational and Psychological Consultation, 14(1), 1–25.  Ennett, S. T., Ringwalt, C. L., Thorne, J., Rohrbach, L. A., Vincus, A., Simons-Rudolph, A., & Jones, S. (2003). A comparison of current practice in school-based substance use prevention programs with meta analysis findings. Prevention Science, 4, 1–14.  Livet, M., & Wandersman, A. (2005). Organizational functioning: Facilitating effective interventions and increasing the odds of programming success. In D. M. Fetterman & A. Wandersman (Eds.), Empowerment evaluation principles in practice (pp. 123– 154). New York: Guilford Press  Mihalic, S., Irwin, K., Fagan, A., Ballard, D., & Elliott, D. (2004). Successful program implementation: Lessons from blueprints. Electronic report. U.S. Department of Justice, Office of Justice Programs). Retrieved August 10, 2006, from http://www. ojp.usdoj.gov/ojjdp.  O’Connell, M. E., Boat, T., & Warner, K. E. (Eds.). (2009). Preventing mental, emotional and behavioral disorders among young people: Progress and possibilities. Washington, DC: National Academies Press.  Redmond, C., Spoth, R., Chungyeol S., Schainke, L., Greenberg, M., & Feinberg, M. (2009) Long-Term Protective Factor Outcomes of Evidence-based Interventions Implemented by Community Teams through a Community–University Partnership. J Primary Prevent 30:513–530  Ringwalt, C.R., Vincus, A., Ennett, S.T., Hanley, S., Bowling, J.M., & Rohrbach, L.A. (2009). The prevalence of evidence-based substance use prevention curricula in U.S. middle schools in 2005. Prevention Science, 10, 33–40.  Spoth RL, & Greenberg MT. (2005) Toward a comprehensive strategy for effective practitioner-scientist partnerships and larger-scale community benefits. American Journal of Community Psychology; 35:107–126.  Spoth, R., Guyll, M., Lillehoj, C. J., Redmond, C., & Greenberg, M. (2007). PROSPER study of evidence-based intervention implementation quality by community-university partnerships. Journal of Community Psychology, 35, 981-999.  Spoth, R. L., Kavanagh, K., & Dishion, T. J. (2002). Family-centered preventive intervention science: Toward benefits to larger populations of children, youth, and families. In R. L. Spoth, K. Kavanagh., & T. J. Dishion (Eds.), Universal family-centered prevention strategies: Current findings and critical issues for public health impact [Special Issue]. Prevention Science, 3, 145–152.  Wandersman A. (2008). Community science: bridging the gap between science and practice with community-centered models. Am J Commun Psychol; 31:227–242.  Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologist, 58, 441–448.

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