Abstract
Moving efficacious interventions for ASD from research to practice requires careful attention to the context in which the practices will be used. The EPIS (Exploration, Preparation, Implementation, and Sustainment) model from implementation science describes the inner (individual agencies and providers) and outer (sociopolitical climate, funding, etc.) context influences on the use of evidence-based practices in community mental health settings. Attention to the influences on implementation at all phases and levels can facilitate the ultimate success of the practice in the community. The following chapter describes the work of the BRIDGE Collaborative, a group of parents, providers, researchers, and funding agency representatives, in moving and scaling up a parent-implemented intervention for young children with or at risk for autism. The BRIDGE Collaborative addressed barriers at all levels of implementation through the use of targeted strategies aimed to support community uptake and use. The goal of this discussion is to provide a framework for how to effectively move evidence-based practices (EBP) from research to community-based delivery where children and families can benefit.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aarons, G. A. (2006). Transformational and transactional leadership: Association with attitudes toward evidence-based practice. Psychiatric Services, 57, 1162–1169.
Aarons, G. A., Ehrhart, M. G., Farahnak, L. R., & Sklar, M. (2014). Aligning leadership across systems and organizations to develop a strategic climate for evidence-based practice implementation. Annual Review of Public Health, 35, 255–274.
Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38, 4–23. https://doi.org/10.1007/s10488-010-0327-7
Addis, M. E., & Krasnow, A. D. (2000). A national survey of practicing psychologists’ attitudes toward psychotherapy treatment manuals. Journal of Consulting and Clinical Psychology, (2), 1–9.
Brookman-Frazee, L., Stahmer, A. C., Lewis, K., Feder, J. D., & Reed, S. (2012). Building a research-community collaborative to improve community care for infants and toddlers at-risk for autism spectrum disorders. Journal of Community Psychology, 40, 715–734.
Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implementation Science, 2. https://doi.org/10.1186/1748-5908-2-40
Chamberlain, P., Price, J., Reid, J., & Landsverk, J. (2008). Cascading implementation of a foster and kinship parent intervention. Child Welfare, 87, 27–48.
Curran, G. M., Bauer, M., Mittman, B., Pyne, J. M., & Stetler, C. (2012). Effectiveness-implementation hybrid designs: Combining elements of clinical effectiveness and implementation research to enhance public health impact. Medical Care, 50, 217–226.
Drahota, A. D., Meza, R., Brikho, B., Naaf, M., Estabillo, J., Spurgeon, E., et al. (2016). Community-academic partnerships: A systematic review of the state of the literature and recommendations for future research. Milbank Quarterly 94(1), 163–214. https://doi.org/10.1111/1468-0009.12184.
Eccles, M. P., & Mittman, B. (2006). Welcome to implementation science. Implementation Science, 1, 1–3.
Forgatch, M. S., Patterson, G. R., & DeGarmo, D. S. (2005). Evaluating fidelity: Predictive validity for a measure of competence adherence to the Oregon model of parent management training. Behavior Therapy, 36, 3–13.
Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93, 1261–1267.
Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. Milbank Quarterly, 82, 581–629.
Grol, R., Bosch, M. C., Hulscher, M. E. J. L., Eccles, M. P., & Wensing, M. (2007). Planning and studying improvement in patient care: The use of theoretical perspectives. Milbank Quarterly, 85, 93–138.
Haine-Schlagel, R., & Martinez, J. (2015a). Appying an implementation science framework to the development and piloting of a parent engagement intervention for child mental health treatment. Philadelphia, PA: Society for Research in Child Development.
Haine-Schlagel, R., & Martinez, J. (2015b). Pilot results of the Parent and Caregiver Active Partcipation Toolkit (PACT) in community based care. San Diego, CA: Society of Pediatric Psychology Annual Conference.
Haine-Schlagel, R., Martinez, J., Roesch, S. C., Bustos, C., & Janicki, C. (under review). Randomized trial of the Parent and Caregiver Active Participation Toolkit for child mental health treatment.
Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971.
Hoagwood, K. (2003). The policy context for child and adolescent mental health services: Implications for systems reform and basic science development. Annals of the New York Academy of Sciences, 1008, 140–148.
Israel, B. A., Eng, E., Schulz, A. J., & Parker, E. A. (Eds.). (2005). Methods in community-based participatory research for health. San Francisco: Josey-Bass.
Jones, L., & Wells, K. (2007). Strategies for academic and clinician engagement in community-participatory partnered research. The Journal of the American Medical Association, 197, 407–410.
LaVigna, G. W., Christian, L., & Willis, T. J. (2005). Developing behavioural services to meet defined standard within a national system of special education services. Developmental Neurorehabilitation, 8, 144–155.
Lee, E., Stahmer, A. C., Reed, S., Searcy, K., & Brookman-Frazee, L. I. (2011). Differential learning of a blended intervention approach among therapists of varied backgrounds. Paper presented at the International Meeting for Autism Research, San Diego, CA,
Lenfant, C. (2003). Clinical research to clinical practice – Lost in translation. New England Journal of Medicine, 349, 868–874. https://doi.org/10.1056/NEJMsa035507
National Autism Center. (2009). National Standards Report. Randolph, MA: May Institute.
National Autism Center. (2015). Findings and conclusions: National Standards Project, Phase 2. Randolph, MA: May Institute.
Odom, S. L. (2009). The tie that binds: Evidence based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29, 53–61.
Pepper, J., & Weitzman, E. (2004). It takes two to talk. Ontario: Hanen Center.
Powell, B. J., McMillen, C., Proctor, E. K., Carpenter, C. R., Griffey, R. T., Bunger, A. C., et al. (2012). A compiliation of strategies for implementing clinical innovations in health and mental health. Medical Care Research and Review, 69, 123–157. https://doi.org/10.1177/1077558711430690
Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., et al. (2015). A refined compilation of implementation strategies: Results from the Expert Recommendation for Implementing Change (ERIC) project. Implementation Science, 10. https://doi.org/10.1186/s13012-015-0209-1
Price, R. H., Friedland, D. S., Choi, J., & Caplan, R. D. (1998). Jobloss and work transitions in a time of global economic change. In X. Arrigaga & S. Oskamp (Eds.), Addressing community problems: Psychologial research and interventions (pp. 195–222). Thousand Oaks, CA: Sage.
Schein, E. (2004). Organizational culture and leadership (3rd ed.). San Francisco: Jossey-Bass.
Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R. J., Rogers, S. J., McGee, G. G., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-015-2407-8
Spoth, R., Clair, S., Greenberg, M., Redmond, C., & Shin, C. (2007). Toward dissemination of evidence-based family interventions: Maintenance of community-based partnership recruitment results and associated factors. Journal of Family Psychology, 21, 137–146.
Stahmer, A. C., Brookman-Frazee, L., Lee, E., Searcy, K., & Reed, S. (2011). Parent and multi-disciplinary provider perspectives on earliest intervention for children at-risk for autism spectrum disorders. Infants and Young Children, 24, 344–363.
Stahmer, A. C., Brookman-Frazee, L. I., Rieth, S. R., Stoner, J. T., & Wang, T. (2017). Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting. Autism 21(2), 217–230.
Stahmer, A. C., Collings, N., & Palinkas, L. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–78.
Stirman, S. W., Kimberly, J., Cook, N., Calloway, A., Castro, F., & Charns, M. (2012). The sustainability of new programs and innovations: A review of the empirical literature and recommendations for future research. Implementation Science, 7. https://doi.org/10.1186/1748-5908-7-17
Suhrheinrich, J. (2015). A sustainable model for training teachers to use pivotal response training. Autism, 19, 713–723. https://doi.org/10.1177/1362361314552200
Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2014). Evidence-based practices for children youth, and young adults with autism spectrum disorder. Chapel Hill, NC: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence Based Practice Review Group.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Rieth, S.R., Stahmer, A.C., Brookman-Frazee, L. (2018). A Community Collaborative Approach to Scaling-Up Evidence-Based Practices: Moving Parent-Implemented Interventions from Research to Practice. In: Siller, M., Morgan, L. (eds) Handbook of Parent-Implemented Interventions for Very Young Children with Autism. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-90994-3_27
Download citation
DOI: https://doi.org/10.1007/978-3-319-90994-3_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-90992-9
Online ISBN: 978-3-319-90994-3
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)