Tackle troublesome behavior among youths before it leads to poor outcomes like violence, delinquency, dropping out of school, substance abuse and teen pregnancy. That lies at the heart of “prevention science.

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2. Using What Works
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3. Today’s Presenters
3
Elizabeth
Gaines,
The Forum
for Youth
Investment
(Host and
moderator)
Dirk
Butler,
The Annie E.
Casey
Foundation
Kevin
Haggerty,
Social
Development
Research
Group
Jessie
Watrous,
The Annie E.
Casey
Foundation

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Communicate with us using the Q&A window at the
right of the presentation window.
• Type questions for the panel at any time during the
webinar.
• Use the box to let us know if you are having technical
difficulties.
Communicating During the Webinar

5. Welcome and Overview
Dirk Butler
5

6. The Annie E. Casey Foundation
develops solutions to
build a brighter future for
children, families
and communities.
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7. The Evidence2Success Framework
Governance
structure
including public
systems and
community
Strategic use of
data
Comprehensive
financing
strategies
Implementation
of tested,
effective
programs
Performance
measures
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The Evidence2Success Process
Youth
Experience
Survey
Fund-
Mapping Tool
and
Strategies
Blueprints
Database of
Evidence-
Based
programs
Implemen-
tation
Dashboard

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Preventing Problems Before They Start
Concepts of Prevention Science and Finding Proven Programs
Identifying Community Priorities
Gathering data from the Youth Experience Survey and working together
to choose priority outcomes
Financing Tested, Effective Programs
Using tools to map funding sources and establish work plans for
supporting programs that work
The Using What Works Webinar Series

10. How Prevention Science
Works
Kevin Haggerty
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Why Prevention Science?
Heart
disease
High blood
pressure
Obesity
Diet high in calories,
sodium, saturated fat

12. Use a public health approach to positively affect outcomes
by:
• reducing community levels of elevated risk factors;
• increasing the levels of community suppressed protective factors;
and
• implementing tested, effective programs unique to the community
need
12
Three Elements of
a Prevention Science Approach

13. Evidence2Success:
Powered by Communities That Care
Large trial of Communities That
Care produced reductions in drug
use and delinquency
• 33% tobacco
• 32% alcohol
• 25% delinquent behavior
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A system of tools and resources to
• decrease community risk factors
• increase community levels of
protection
• implement evidence-based
programs
• change systems
to IMPACT outcomes

14. Common Risk Factors Can
Predict Multiple Outcomes

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15. What is Required for Young People to Be Successful?
Community
School
Individual and Peer
Family
Child Well-
being
Positive
Relationships
Behavior
EducationPhysical Health
Emotional
Well-being
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16. Protective Factors: Five Elements
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17. Interaction of Risk and Protection:
Foundation of Resilience
Risk
Factors
Protective
Factors
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18. What Are They?
1. R__________
2. P___________
3. T___________________
Three Critical Elements
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19. What Are They?
1. Risk Factors
2. Protective Factors
3. Tested Effective Programs
Three Critical Elements
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20. Finding Tested,
Effective Programs
Jessie Watrous
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21. What Is a Tested, Effective Program?
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Impact
Evaluation
Quality
System
Readiness
Intervention
Specificity
 Positive impact on
child well-being
outcomes
 Absence of any
negative effects
 One randomized
controlled trial OR
two quasi-
experimental trials
 Population clearly
defined
 Risk and protective
factors identified
 Training materials
 Workforce capacity
 Cost-benefit analysis

22. • Stronger and more consistent positive outcomes
• Strong ethical argument – avoid potential harmful effects
• Potential cost savings to taxpayers and society
• Improving the well-being of our children at a population level
Why Tested, Effective
Programs?

23. A Six-Step Process
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Assess risk
and
protection
Prioritize
risk and
protective
factors and
outcomes
to address
Assess
resources
and identify
gaps to
address
priorities
Search
Blueprints
for
programs
that
address
priorities
and gaps
Assess
program fit
on multiple
dimensions
Select
tested,
effective
program

24. Considerations for Program Fit
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Type of
prevention
Potential return
on investment
Local capacity
required and
support
provided
Cost and
alignment with
funding
Setting
Population
characteristics

25. Three Types of Prevention Programs
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Universal
Selective
Indicated
• All children/youth
• Example = Positive
Action
• Elevated risk/exposure
• Example= Nurse
Family Partnership
• Signs of early problem
behavior
• Example=
Multisystemic Therapy

26. Locating the Right Program
Through Online Databases
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• Pew MacArthur Results First Clearinghouse Database
(database of databases):
http://www.pewtrusts.org/en/multimedia/data-
visualizations/2015/results-first-clearinghouse-database
• Child Trends What Works/LINKS database:
http://childtrends.org/what-works/
• SAMHSA National Registry of Evidence-Based Programs
and Practices: http://nrepp.samhsa.gov/01_landing.aspx
• Blueprints for Healthy Youth Development:
www.blueprintsprograms.com

27. The Blueprints database:
Your tool for finding tested, effective programs
27
www.blueprintsprograms.com

28. What Is a Tested, Effective Program?
28
Impact
Evaluation
Quality
System
Readiness
Intervention
Specificity
 Positive impact on
child well-being
outcomes
 Absence of any
negative effects
 One randomized
controlled trial OR
two quasi-
experimental trials
 Population clearly
defined
 Risk and protective
factors identified
 Training materials
 Workforce capacity
 Cost-benefit analysis

29. Blueprints Program Designations
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30. Three Ways to Search
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Please use the Q&A function on your screen to
submit questions.
Questions?

33. The Road to a “Proven” Distinction
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Develop a
strong
program
design
Attain strong
evidence of
positive program
outcomes
• Carry out
evaluation with
a comparison
group
• Conduct
regression
analysis (quasi-
experimental
design )
• Perform
multiple pre-
and post -
evaluations
• Meta-analysis
• Carry out
evaluation with
a comparison
group
• Conduct
regression
analysis (quasi-
experimental
design )
• Perform
multiple pre-
and post -
evaluations
• Meta-analysis
Produce
indicators
of
positive
outcomes
• Conduct evaluation
with random
assignment
(experimental
design)
• Carry out multiple
evaluations with
strong comparison
group (quasi-
experimental
design)
• Conduct evaluation
with random
assignment
(experimental
design)
• Carry out multiple
evaluations with
strong comparison
group (quasi-
experimental
design)
• Conduct
pre- and
post-
interventi
on
evaluation
• Conduct
pre- and
post-
interventi
on
evaluation
• Evaluate
program
quality and
process
• Establish
continuous
improvement
system
• Evaluate
program
quality and
process
• Establish
continuous
improvement
system
Ensure
fidelity of
Implement-
ation
Obtain
evidence of
positive
program
outcomes
• Create logic
model and
replication
materials
• Create logic
model and
replication
materials

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Identifying Community Priorities for Child Well-Being
1 p.m. — 2 p.m. ET
Thursday, July 21, 2016
Register at http://bit.ly/1XPGtPa
For additional information after this webinar:
Kate Shatzkin, kshatzkin@aecf.org
For supplemental materials and more information about
Evidence2Success tools: www.aecf.org
Next in Our Webinar Series