Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review.
Purpose: The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. Method: A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently...
| Published in: | Language, Speech & Hearing Services in Schools Vol. 54; no. 4; pp. 1173 - 1195 |
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| Main Authors: | , , , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
American Speech-Language-Hearing Association
Oct2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=172759394&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 172759394 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2023 vid: 54 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 172759394 172759394 172759394 10.1044/2023_LSHSS-22-00181 172759394 ppf: 1173 ppct: 22 formats: tig: atl: Implementation Science in School-Based, Universal-Level Intervention Research: A Scoping Review. aug: au: Gallagher, Aoife L. Murphy, Rachel Ni Eochaidh, Ciara Fitzgerald, Johanna Murphy, Carol-Anne Law, James affil: Health Research Institute, University of Limerick, Ireland sug: subj: Implementation Science Utilization Conceptual Framework Reinforcement (Psychology) Information Needs Learning Environment School Health Services Human Male Female Scoping Review CINAHL Database Embase AMED Database ERIC Database PubMed Psycinfo Descriptive Statistics Comparative Studies Funding Source Male Female ab: Purpose: The aim of this study was to map the use of implementation science frameworks, models, and theories in intervention research targeting learning needs in the classroom. Method: A scoping review was conducted. Electronic database and manual searches were conducted. Two reviewers independently completed screening, data extraction, and quality appraisal. Qualitative content analysis was undertaken using Nilsen's taxonomy and the domains of the Consolidated Framework for Implementation Research (CFIR). The data were further analyzed using the CFIR valence and strength rating scales. Results: Included papers (n = 22) used a diverse sample of implementation science frameworks and models. Most studies used determinant frameworks to guide data collection and analysis. Few studies used implementation science theory. Most studies were mixed methods (n = 11), published since 2019 (n = 20), and conducted in North America (n = 15). Over half of the interventions targeted social, emotional, and mental health (n = 13). A complex interplay of inner setting factors was identified as having a strong influence on implementation. Teachers' knowledge and beliefs, adaptability, and complexity of interventions were also identified as important considerations when conducting research in this context. Conclusions: Early engagement with stakeholders in education is recommended when designing universal level speech, language, and communication interventions for use in the ordinary classroom. Adaptive, hybrid designs that test both implementation strategies and effectiveness of interventions may be warranted given the influence of inner setting factors on implementation outcomes. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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