Skip to main content
SpringerLink
Log in

Fidelity Versus Adaptation

  • Chapter
  • First Online:
Book cover Preventive Mental Health at School

Abstract

Implementation science is an emerging field of study (Kilbourne, Williams, Bauer, & Arean, 2012). NIMH defines implementation as “use of strategies to adopt and integrate evidence-based health interventions and change practice patterns within specific settings.” Implementing evidence-based preventive programming in schools includes selecting effective preventive interventions and implementing them in the same way they were designed by the researchers who originally developed the program (Sanetti, Gritter, & Dobey, 2011). When a prevention program is implemented in a school, past practice indicates that it may or may not be successful. It is only when practitioners determine whether or not a program or preventive intervention has been implemented very much as the developers of the program intended can they have any confidence at all in whether or not they will get the same results as the original studies which determined that the program was effective in the first place.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adelman, H. S., & Taylor, L. (2003). Rethinking school psychology (commentary on public health framework series). Journal of School Psychology, 41(1), 83–90. doi:10.1016/S0022-4405(02)00147-4.

    Article  Google Scholar 

  • Baker, T. (2002). Finding the balance: Program fidelity and adaptation in substance abuse prevention. A state-of-the-art review and executive summary. Atlanta, GA: U.S. Department of Health and Human Services.

    Google Scholar 

  • Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K., & Allred, C. (2008). School climate and teachers’ beliefs and attitudes associated with implementation of the Positive Action Program: A diffusion of innovations model. Prevention Science, 9(4), 264–275. doi:10.1007/s11121-008-0100-2.

    Article  PubMed  Google Scholar 

  • Bero, L., Grilli, R., Grimshaw, J., Harvey, E., Oxman, A., & Thomson, M. (1998). Closing the gap between research and practice: An overview of systematic reviews of interventions to promote the implementation of research findings. British Medical Journal, 317(7156), 465–468. doi:10.1136/bmj.317.7156.465.

    Article  PubMed  Google Scholar 

  • Bershad, C., & Blaber, C. (2011). Realizing the promise of the whole-school approach to children’s mental health: A practical guide for schools. Waltham, MA: Education Development Center.

    Google Scholar 

  • Bohanon, H., & Wu, M. (2011). Can prevention programs work together? An example of school-based mental health with prevention initiatives. Advances in School Mental Health Promotion, 4(4), 35–46. doi:10.1080/1754730X.2011.9715641.

    Article  Google Scholar 

  • Botvin, G. J. (2004). Advancing prevention science and practice: Challenges, critical issues, and future directions. Journal of Prevention Science, 5(1), 69–72. doi:10.1023/B:PREV.0000013984.83251.8b.

    Article  Google Scholar 

  • Botvin, G. J., Baker, E., Botvin, E. M., Filazzola, A. D., & Millman, R. B. (1984). Prevention of alcohol misuse through the development of personal and social competence: A pilot study. Journal of Studies of Alcohol, 45(6), 550–552. Retrieved from http://www.collegedrinkingprevention.gov

    Google Scholar 

  • Botvin, G. J., & Griffin, K. W. (2003). Drug abuse prevention curricula in schools. In Z. Sloboda & W. J. Bukoski (Eds.), Handbook of drug abuse prevention: Theory, science, and practice (pp. 45–74). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2, 40. doi:10.1186/1748-5908-2-40.

    Article  PubMed  Google Scholar 

  • Century, J., Rudnick, M., & Freeman, C. (2010). A framework for measuring fidelity of implementation: A foundation for shared language and accumulation of knowledge. American Journal of Evaluation, 3(2), 199–218. doi:10.1177/109821410366173.

    Article  Google Scholar 

  • Coffee, G., & Ray-Subramanian, C. E. (2009). Goal attainment scaling: A progress—Monitoring tool for behavioral interventions. School Psychology Forum: Research in Practice, 3(1), 1–12. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social-emotional learning. Psychology in the Schools, 48(10), 1034–1048. doi:10.1002/pits.20611.

    Article  Google Scholar 

  • Committee for Children. (1992). Second Step: A violence prevention curriculum. Seattle, WA: Author.

    Google Scholar 

  • Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions. (2009). Implementation and dissemination of prevention programs. In M. E. O’Connell, T. Boat, & K. E. Warner (Eds.), Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities (pp. 297–336). Washington, DC: The National Academies Press.

    Google Scholar 

  • Costa, M. L., van Rensburg, L., & Rushton, N. (2007). Does teaching style matter: A randomized trial of group discussion versus lectures in orthopeadic undergraduate teaching. Medical Education, 41(2), 214–217. doi:10.1111/j.1365-2929.2006.02677.x.

    Article  PubMed  Google Scholar 

  • Cuijpers, P. (2002). Effective ingredients of school-based drug prevention programs: A systematic review. Addictive Behaviors, 27(6), 1009–1023. doi:10.1016/S0306-4603(02)00295-2.

    Article  PubMed  Google Scholar 

  • Dent, C. W., Sussman, S., Hennesy, M., Galaif, E. R., Stacy, A. W., Moss, M., et al. (1998). Implementation and process evaluation of a school-based drug abuse prevention program: Project toward no drug abuse. Journal of Drug Education, 28(4), 361–375. Retrieved from http://www.baywood.com

    Google Scholar 

  • Dilworth, J. E., Mokrue, K., & Elias, M. J. (2002). The efficacy of a video-based teamwork-building series with urban elementary school students: A pilot investigation. Journal of School Psychology, 40(4), 329–346. doi:10.1016/S0022-4405(02)00102-4.

    Article  Google Scholar 

  • Dix, K. L., Slee, P. T., Lawson, M. J., & Keeves, J. P. (2012). Implementation quality of whole-school mental health promotion and students’ academic performance. Child and Adolescent Mental Health, 17(1), 45–51. doi:10.1111/j.1475-3588.2011.00608.x.

    Article  PubMed  Google Scholar 

  • Domitrovich, C. E., Gest, S. D., Jones, D., Gill, S., & DeRousie, R. M. S. (2010). Implementation quality: Lessons learned in the context of the Head Start REDI trial. Early Childhood Research Quarterly, 25(3), 284–298. doi:10.1016/j.ecresq.2010.04.001.

    Article  PubMed  Google Scholar 

  • DuPaul, G. J. (2003). Commentary: Bridging the gap between research and practice. School Psychology Review, 32(2), 169–173. Retrieved from http://www.nasponline.org/

  • Durlak, J. A. (1997). Successful prevention programs for children and adolescents. New York: Plenum Press.

    Book  Google Scholar 

  • Durlak, J. A., & Dupre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. doi:10.1007/s10464-008-9165-0.

    Article  PubMed  Google Scholar 

  • Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18(2), 237–256. doi:10.1093/her/18.2.237.

    Article  PubMed  Google Scholar 

  • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, P. P. (2003). Implementation sustainability, and scaling up of social emotional and academic innovations in public schools. School Psychology Review, 32(3), 303–319. Retrieved from http://www.nasponline.org/

  • Ellickson, P. L., Bell, R. M., Thomas, M. A., Robyn, A. E., & Zellman, G. L. (1988). Designing and implementing project ALERT. Santa Monica, CA: The RAND Corporation.

    Google Scholar 

  • Elliott, S. N., Kratochwill, T. R., & Roach, A. T. (2003). Commentary: Implementing social-emotional and academic innovations: Reflections, reactions, and research. School Psychology Review, 32(3), 320–326. Retrieved from http://www.nasponline.org/

  • Ennett, S. T., Haws, S., Ringwalt, C. L., Vincus, A. A., Hanley, S., Bowling, J. M., et al. (2011). Evidence-based practice in school substance use prevention: Fidelity of implementation under real-world conditions. Health Education Research, 26(2), 361–371. doi:10.1093/her/cyr013.

    Article  PubMed  Google Scholar 

  • Ennett, S. T., Ringwalt, C. L., Thorne, J., Rohrbach, L. A., Vincus, A., Simons-Rudolph, A., et al. (2003). A comparison of current practice in school-based substance use prevention programs with meta-analysis findings. Prevention Science, 4(1), 1–14. doi:10.1023/A:1021777109369.

    Article  PubMed  Google Scholar 

  • Ernst, H., & Colthorpe, K. (2007). The efficacy of interactive lecturing for students with diverse science backgrounds. Advances in Physiology Education, 31(1), 41–44. doi:10.1152/advan.00107.2006.

    Article  PubMed  Google Scholar 

  • Flay, B. R. (2009). The promise of long-term effectiveness of school-based smoking prevention programs: A critical review of reviews. Tobacco Induced Diseases, 5(1), 7. doi:10.1186/1617-9625-5-7.

    Article  PubMed  Google Scholar 

  • Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developer’s views of implementation barriers and facilitators. School Mental Health, 1(1), 26–36. doi:10.1007/s12310-008-9002-5.

    Article  Google Scholar 

  • George, H. P., & Kincaid, D. K. (2008). Building district-level capacity for Positive Behavior Support. Journal of Positive Behavior Interventions, 10(1), 20–32. doi:10.1177/1098300707311367.

    Article  Google Scholar 

  • Greenwood, C. R. (2009). Treatment integrity: Revisiting some big ideas. School Psychology Review, 38(4), 547–553. Retrieved from http://www.nasponline.org/

    Google Scholar 

  • Gresham, F. M. (2009). Evolution of the treatment integrity concept: Current status and future directions. School Psychology Review, 38(4), 533–540. Retrieved from http://www.nasponline.org/

    Google Scholar 

  • Hahn, E. J., Noland, M. P., Rayens, M. K., & Christie, D. M. (2002). Efficacy of training and fidelity of implementation of the Life Skills Training Program. Journal of School Health, 72(7), 282–287. doi:10.1111/j.1746-1561.2002.tb01333.x.

    Article  PubMed  Google Scholar 

  • Halifors, D., & Godette, D. (2002). Will the ‘principles of effectiveness’ improve prevention practice? Early findings from a diffusion study. Health Education Research, 17(4), 461–470. doi:10.1093/her/17.4.461.

    Article  Google Scholar 

  • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665–679. doi:10.1007/s10802-005-7646-2.

    Article  PubMed  Google Scholar 

  • Hanley, S., Ringwalt, C., Ennett, S. T., Vincus, A. A., Bowling, J. M., Haws, S. W., et al. (2010). The prevalence of evidence-based substance use prevention curricula in the nation’s elementary schools. Journal of Drug Education, 40(1), 51–60. Retrieved from http://www.baywood.com

    Google Scholar 

  • Hansen, W. B. (1996). Pilot test results comparing the All Stars program with seventh grade D.A.R.E.: Program integrity and mediating variable analysis. Substance Use and Misuse, 31(10), 1359–1377. Retrieved from http://informahealthcare.com

  • Hopson, L. M., & Steiker, L. K. (2008). Methodology of adapted versions of an evidence-based prevention program in reducing alcohol use among alternative school students. Children and Schools, 30(2), 116–127. doi:10.1093/cs/30.2.116.

    Article  PubMed  Google Scholar 

  • Hunter, L. (2003). School psychology: A public health framework III. Managing disruptive behavior in schools: The value of a public health and evidence-based perspective. Journal of School Psychology, 41, 39–59. doi:10.1016/S0022-4405(02)00143-7.

    Article  Google Scholar 

  • James Bell Associates. (2009). Evaluation brief: Measuring implementation fidelity. Arlington, VA: Author.

    Google Scholar 

  • Jaycox, L. H. (2004). Cognitive behavioral intervention for trauma in schools. Longmont, CO: Sopris West Educational Services.

    Google Scholar 

  • Keller-Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342–352. doi:10.1002/pits.21602.

    Article  Google Scholar 

  • Kilbourne, M., Williams, M., Bauer, M. S., & Arean, P. (2012). Implementation research: Reducing the research-to-practice gap in depression treatment. Depression Research and Treatment, 2012, 2. doi:10.1155/2012/476027.

    Article  Google Scholar 

  • Kiresuk, T. J., & Sherman, R. E. (1968). Goal attainment scaling: A general method for evaluating community health programs. Community Mental Health Journal, 4(6), 443–453. doi:10.1007/BF01530764.

    Article  Google Scholar 

  • Kovaleski, J. F. (2007). Response to intervention: Considerations for research and systems change. School Psychology Review, 36(4), 638–646. Retrieved from http://www.nasponline.org

  • Kovaleski, J. F., & Pedersen, J. A. (2008). Best practices in data-analysis teaming. In A. Thomas & A. J. Grimes (Eds.), Best practices in school psychology V (Vol. 2, pp. 115–129). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention. Schools Psychology Review, 36(4), 618–631. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: Department of Child & Family Studies, Research and Training Center for Children’s Mental Health, University of South Florida, The Louis de la Parte Florida Mental Health Institute.

    Google Scholar 

  • Lane, K. L., Kalberg, J. R., Bruhn, A. L., Mahoney, M. E., & Driscoll, S. A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education and Treatment of Children, 31(4), 465–494.

    Article  Google Scholar 

  • Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jacox, L. H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health, 2(3), 105–113. doi:10.1007/s12310-010-9038-1.

    Article  PubMed  Google Scholar 

  • Lawson, M., Askell-Williams, H., Dix, K., Slee, P., Skrzypiec, G., & Spears, B. (2009). Implementing a new initiative in mental health in Australian primary schools. Paper presented at the Annual meeting of the Australian Association for Research in Education. Retrieved from https://www.flinders.edu.au

  • Lochman, J. E. (2003). Commentary: School contextual influences on the dissemination of interventions. School Psychology Review, 32(2), 169–173. Retrieved from http://www.nasponline.org

  • Margulis, M. A. (2012). Fidelity of implementation framework: A critical need for response to intervention models. Psychology in the Schools, 49(4), 342–352. doi:10.1002/pits.21602.

    Article  Google Scholar 

  • Masten, A. S. (2003). Commentary: Developmental psychopathology as a unifying context for mental health and education models, research, and practice in schools. School Psychology Review, 32(2), 169–173. Retrieved from http://www.nasponline.org/

  • McConnachie, G., & Carr, E. (1997). The effects of child behavior problems on the maintenance of intervention fidelity. Behavior Modification, 21(2), 123–158. doi:10.1177/01454455970212001.

    Article  PubMed  Google Scholar 

  • Meehan, M., Wood, C., Hughes, G., Cowley, K., & Thompson, J. (2004). Measuring treatment integrity: Testing a multiple-component, multiple-method intervention implementation evaluation model (ED484856). Paper presented at Evaluation, 2004, the 18th Annual Conference of the American Evaluation Association, Atlanta, GA.

    Google Scholar 

  • Mihalic, S. F., Fagan, A. A., & Argamaso, S. (2008). Implementing the LifeSkills training drug prevention program: Factors related to implementation fidelity. Implementation Science, 3, 5. doi:10.1186/1748-5908-3-5.

    Article  PubMed  Google Scholar 

  • Mihalic, S. F., & Irwin, K. (2003). Blueprints for violence prevention: From research to real-world settings-factors influencing the successful implementation of model programs. Youth Violence and Juvenile Justice, 1(4), 307–329. doi:10.1177/1541204003255841.

    Article  Google Scholar 

  • O’Connor, E. P., & Freeman, E. W. (2012). District-level considerations in supporting and sustaining RTI implementation. Psychology in the Schools, 49(3), 297–310. doi:10.1002/pits.21598.

    Article  Google Scholar 

  • Ozer, E. J., Wanis, M. G., & Bazell, N. (2010). Diffusion of school-based prevention programs in two urban districts: Adaptation, rationales, and suggestions for change. Prevention Science, 11, 42–55. doi:10.1007/s11121-009-0148-7.

    Article  PubMed  Google Scholar 

  • Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38(4), 510–532. Retrieved from http://www.nasponline.org/

  • Reed, J. G. (2004). An examination of treatment integrity practices and behavioral outcomes when utilizing the Second Step curriculum. Unpublished doctoral dissertation, University of Maryland, College Park, MD.

    Google Scholar 

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1–13. doi:10.1037/a0022714.

    Article  Google Scholar 

  • Ringeisen, H., Henderson, K., & Hoagwood, K. (2003). Context matters: Schools and the “research to practice gap” in children’s mental health. School Psychology Review, 322, 153–168. Retrieved from http://www.nasponline.org/publications/spr/about.aspx

  • Ringwalt, C. L., Ennett, S., Johnson, R., Rohrbach, L. A., Simons-Rudolph, A., Vincus, A., et al. (2003). Factors associated with fidelity to substance use prevention curriculum guides in the nation’s middle schools. Health Education & Behavior, 30(3), 375–391. doi:10.1177/1090198103253627.

    Article  Google Scholar 

  • Ringwalt, C. L., Vincus, A., Ennett, S., Johnson, R., & Rohrbach, L. A. (2004). Reasons for teachers’ adaptation of substance use prevention curricula in schools with non-White student populations. Journal of Prevention Science, 5(1), 61–67. doi:10.1023/B:PREV.0000013983.87069.a0.

    Article  Google Scholar 

  • Rosenblatt, J. L., & Elias, M. J. (2008). Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition. The Journal of Primary Prevention, 29(6), 535–555. doi:10.1007/s10935-008-0153-9.

    Article  PubMed  Google Scholar 

  • Sandhu, S., Afifi, T. O., & Amara, F. M. (2012). Theories and practical steps for delivering effective lectures. Journal of Community Medicine & Health Education, 2, 158. doi:10.4172/2161-0711.1000158.

    Article  Google Scholar 

  • Sanetti, L. M., Dobey, L. M., & Gritter, K. L. (2012). Treatment integrity of interventions with children in the Journal of Positive Behavior Interventions from 1999 to 2009. Journal of Positive Behavior Interventions, 14(1), 29–46. doi:10.1177/1098300711405853.

    Article  Google Scholar 

  • Sanetti, L. M., Fallon, L. M., & Collier-Meeka, M. A. (2011). Treatment integrity assessment and intervention by school-based personnel: Practical applications based on a preliminary study. School Psychology Forum: Research in Practice, 5(3), 87–102. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Sanetti, L. M., Gritter, K. L., & Dobey, L. M. (2011). Treatment integrity of interventions with children in the school psychology literature from 1995 to 2008. School Psychology Review, 40(1), 72–84. Retrieved from http://www.nasponline.org/

  • Sanetti, L. M., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38(4), 445–459. Retrieved from http://www.nasponline.org

  • Schroeder, B. A., Messina, A., Schroeder, D., Good, K., Barto, S., Saylor, J., et al. (2011). The implementation of a statewide bullying prevention program: Preliminary findings from the field and the importance of coalitions. Health Promotion Practice, 13(4), 489–495. doi:10.1177/1524839910386887.

    Article  PubMed  Google Scholar 

  • Schulte, A. C., Easton, J. E., & Parker, J. (2009). Advances in treatment integrity research: Multidisciplinary perspectives on the conceptualization, measurement, and enhancement of treatment integrity. School Psychology Review, 38(4), 460–475. Retrieved from http://www.nasponline.org

    Google Scholar 

  • Short, R. J. (2003). Commentary: School psychology, context, and population-based practice. School Psychology Review, 32(2), 169–173. Retrieved from http://www.nasponline.org/

  • Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case. Psychology in the Schools, 41(2), 160–175. doi:10.1002/pits.21598.

    Google Scholar 

  • Steiker, L. K. (2008). Making drug and alcohol prevention relevant: Adapting evidence-based curricula to unique adolescent cultures. Family & Community Health, 31(1S), S52–S60. doi:10.1097/01.FCH.0000304018.13255.f6.

    Article  Google Scholar 

  • Sterling-Turner, H., & Watson, T. (2002). An analog investigation of the relationship between treatment acceptability and treatment integrity. Journal of Behavioral Education, 11, 39–50. doi:10.1023/A:1014333305011.

    Article  Google Scholar 

  • Sussman, S., Dent, C. W., & Stacy, A. W. (2002). Project Towards No Drug Abuse: A review of the findings and future directions. American Journal of Health Behavior, 26(5), 354–365. doi:10.5993/AJHB.26.5.4.

    Article  PubMed  Google Scholar 

  • Sussman, S., Rohrbach, L. A., Patel, R., & Holiday, K. A. (2003). A look at an interactive classroom-based drug abuse prevention program: Interactive contents and suggestions for research. Journal of Drug Education, 33(4), 355–368. doi:10.2190/H04H-KGQN-HW9X-6R60.

    Article  PubMed  Google Scholar 

  • Tobler, N. S., & Stratton, H. H. (1997). Effectiveness of school-based prevention programs: A meta-analysis of the research. The Journal of Primary Prevention, 18(1), 71–128. doi:10.1023/A:1024630205999.

    Article  Google Scholar 

  • Vollmer, T. R., Sloman, K. N., & Pipkin, C. (2008). Practical implications of data reliability and treatment integrity monitoring. Behavior Analysis Practitioner, 1(2), 4–11. Retrieved from http://www.abainternational.org

  • Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The Incredible Years teacher classroom, management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40(4), 509–529. Retrieved from http://www.nasponline.org/

  • Weist, M. D. (2003b). Commentary: Promoting paradigmatic change in child and adolescent mental health and schools. School Psychology Review, 32(3), 336–341. Retrieved from http://www.nasponline.org/

Download references

Author information

Authors and Affiliations

  1. Massachusetts School of Professional Psychology, Newton, MA, USA

    Gayle L. Macklem

Authors
  1. Gayle L. Macklem
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Macklem, G.L. (2014). Fidelity Versus Adaptation. In: Preventive Mental Health at School. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8609-1_10

Download citation

Publish with us

Policies and ethics

Search

Navigation