diffusion, dissemination, and implementation · national implementation research network frank...
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![Page 1: Diffusion, Dissemination, and Implementation · National Implementation Research Network Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill](https://reader033.vdocuments.us/reader033/viewer/2022060520/604e8ab688dfbe3dcb413c97/html5/thumbnails/1.jpg)
Dean L. Fixsen, Karen A. Blase,
Leah Bartley, Michelle Duda,
Sandra Naoom, Allison Metz,
Barbara Sims, Melissa Van Dyke
National Implementation Research Network
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
Ontario KT Meeting 2012
Diffusion, Dissemination, and Implementation
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Solving Problems
Diffusion
Dissemination
Implementation
System Reinvention
Today
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
During the Golden Age of research in human services, the field has been dominated by the randomized, controlled experimental paradigm
The Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
A key lesson from the Golden Age is that the effects of social programs in practice hover near zero, a devastating discovery for social reformers
The Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
A consequence of these findings is the recognition of the importance of implementation research in overall evaluations
The Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Rossi, P. H., & Wright, J. D. (1984). Evaluation Research: An Assessment. Annual Review of Sociology, 10, 331-352.
Summarized the Golden Age that began with Kennedy in 1962, flourished during Johnson’s Great Society programs, and ended with Reagan in 1982
The Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
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≤1972 1974 1976 1978 1980 1982
0
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CumulativeCouples
CumulativeHomes
Fixsen, Blase, Timbers, & Wolf (2001)
Teaching–Family Replications
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Follow Through Programs
Figure 1: This figure shows the average effects of nine Follow Through models on measures of basic skills (word knowledge, spelling, language, and math computation), cognitive-conceptual skills (reading comprehension, math concepts, and math problem solving) and self-concept. This figure is
adapted from Engelmann, S. and Carnine, D. (1982), Theory of Instruction: Principles and applications. New York: Irvington Press.
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Community Lodges (Fairweather, Sanders, & Tornatzky)
Assertive Community Treatment (Stein & Test)
Homebuilders (Kinney, Haapala, & Booth)
Functional Family Therapy (Alexander & Parsons)
The Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
We have been here before!
The “evidence-based movement” is an international experiment to make better use of research findings in typical service settings.
The purpose is to produce greater benefits to children, families, individuals, and society.
The New Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Precontemplation
Contemplation
Preparation
Action
Maintenance
Transtheoretical
Prochaska & DiClemente (1982)
Stages of Change
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Precontemplation
Mass media: awareness of problems and potential
Contemplation
Networks: opinion leaders, persuasion, information sharing
Diffusion
Prochaska & DiClemente (1982)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Preparation
Specificity: Presentations, workshops, manuals, websites, briefs, policies
Dissemination
Prochaska & DiClemente (1982)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Action
Active Implementation Frameworks
Maintenance
Start with the end in mind
Implementation
Prochaska & DiClemente (1982)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
The evidence-based program movement
Evidence-based
Program
Movement
The New Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
What defines “evidence”
Two or more high quality research studies using randomized group designs (within subject designs)
Preferably done by two or more independent research groups
Preferably summarized in meta-analyses of findings across studies
Evidence-based
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
The evidence-based program movement
Evidence-based
Program
Movement
The New Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
What is a “program?”
Clear description of the programPhilosophy, values, principles
Inclusion – exclusion criteria
Identified essential functions that define the program & are linked to outcomes
Operational definitions of essential components (do and say)
Evidence that it is effective (worth it)
Practical performance assessmentHighly correlated (0.70+) with outcomes
Programs
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
About 18% of outcome studies (N=1,200+) assessed the independent variable
About 7% linked essential components to outcomes
Dane & Schneider, 1998; Durlak & DuPre, 2008
The New Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Know a lot about Scientific Rigor
Standards for rigor are not used by practitioners to impact the lives of people
Know little about Programs
Programs are used by practitioners to impact the lives of people
Programs
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
The evidence-based program movement
Evidence-based
Program
Movement
The New Golden Age
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Precontemplation
Contemplation
Preparation
Diffusion and Dissemination are Effective
Google “evidence-based”
25,600,000 results (< 2 million 2001)
Movement
Prochaska & DiClemente (1982)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Prevention programs in 5,847 schools; 2004-2005 school year
Avg. 9 innovations per school
7.8% were evidence-based
3.5% assessed fidelity
US Department of Education, 2011
Movement
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Evidence-base Actual SupportsYears 1-3
OutcomesYears 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Longitudinal Studies of a Variety of Comprehensive School Reforms
Movement
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Few outcome studies (about 5%) measure fidelity
Fewer yet link fidelity to outcomes
Dane & Schneider, 1998; Durlak & DuPre, 2008
The New Golden Age
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Fidelity and Outcomes
0%
10%
20%
30%
40%
50%
Practitioners
1.0
1.2
1.5
1.7
1.9
2.0
1.1
1.4
1.6
1.8
1.3
Delinquency (Outcome)
Teaching (Fidelity)
rs = – .94
Pe
rce
nt
Pa
ren
tal-
Te
ach
ing
Wit
h Y
ou
ths
Me
an
Se
lf Re
po
rted
De
linq
ue
nc
y R
atin
gs
1 2 3 4 5 6
Bedlington, et al. (1988)
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0 10 20 30 40 50 60
1234567
M ean89
101112
M ean131415161718
M ean19202122232425
M ean
CONTROL
% Recidivism
Ab
ove
Fid
elity
C
rite
ria
Be
low
Fid
elity
C
rite
ria
Fidelity and Outcomes
Control Group 22% RecidivismHighly Competent & Competent FFT Therapists
N=12; 204 Families
13% Recidivism
Borderline & Less Competent FFT Therapists
N=13; 223 Families
28% Recidivism
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Fidelity and Outcomes
Physician error (low fidelity) is the third leading cause of death in the USA
Heart and Cancer are #1 and #2
Mercola, 2001; Starfield, 2000
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
“Total hysterectomy removes the uterus and cervix. A Pap test screens for cervical cancer. No cervix, no cancer. Yet a 2004 study found that some 10 million women lacking a cervix were still getting Pap tests.” (Begley, 2009, p. 49)
Fidelity and Outcomes
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
$500 million invested in “Family Support Services” 1993-1998
No implementation supports funded
No fidelity criteria insisted upon by the developers (e.g. Kinney, Haapala, Booth)
National evaluation = not effective
Over 25% was spent on in-office interventions with parents or children (< 0 fidelity)
An implementation failure labeled Homebuilders as an intervention failure
Past Federal Funding
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Current Federal Funding
$100 billion for innovative programs (USDE)
$63 billion for maternal health programs (USAID)
$4 billion for homevisiting programs (ACF)
No funding set aside for implementation supports for these program initiatives
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Effective NOT Effective
Effective
NOT Effective
IMPLEMENTATION
INT
ER
VE
NT
ION
(Institute of Medicine, 2000; 2001; 2009; New Freedom Commission on Mental Health, 2003; National Commission on Excellence in Education,1983; Department of Health and Human Services, 1999)
Inconsistent; Not Sustainable; Poor outcomes
Poor outcomes Poor outcomes; Sometimes harmful
Current Federal Funding
Good Outcomes
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
The “evidence-based movement” is an international experiment to make better use of research findings in typical service settings.
The purpose is to produce greater benefits to children, families, individuals, and society.
The New Golden Age
![Page 34: Diffusion, Dissemination, and Implementation · National Implementation Research Network Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill](https://reader033.vdocuments.us/reader033/viewer/2022060520/604e8ab688dfbe3dcb413c97/html5/thumbnails/34.jpg)
Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Best Data Show These Methods, When Used Alone, Produce About 5% to 20% of the Intended Benefits
Diffusion/ Dissemination of information
Training
Passing laws/ mandates/ regulations
Providing funding/ incentives
Organization change/ reorganization
Implementation Science
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National Assessment of Education Progress (NAEP)
40 Years of Variation Around a Mediocre Mean
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
The Challenge
Science to Service Gap
What is known is not what is used to help children, families, individuals, and communities
Implementation Gap
What is adopted is not used with fidelityand good outcomes for consumers.
What is used with fidelity is not sustainedfor a useful period of time.
What is used with fidelity is not used on a scale sufficient to impact social problems.
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Download all or part of the monograph at:
http://www.fpg.unc.edu/~nirn/resources/publications/Monograph/
Implementation Research: A Synthesis of the Literature
Implementation Science
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Complex Problems
Human services involve interaction-based sciences and services
Inherently more complex than atom-based sciences
e.g., atom-based ingredients don’t talk back or run away
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Practitioners
In human services, the PRACTITIONER IS THE INTERVENTION
Everyone / everything else needs to be aligned to provide effective supports so all practitioners can produce desired outcomes for all recipients of services
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Formula for Success
Effective intervention
X
Effective implementation
=
Effective outcomes
1.00
.000
0.00
X
Brown & Flynn, 2002Clancy, 2006
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
An intervention is one thing
Implementation is something else altogether
Like serum and a syringe
Very different evidence bases
Each is necessary
Neither one is useful without the other
Implementation Science
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Letting it happen
Recipients are accountable
Helping it happen
Recipients are accountable
Making it happen
Implementation Teams are accountable
Review of Literature
Based on Hall & Hord (1987); Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou (2004); Fixsen, Blase, Duda, Naoom, & Van Dyke (2010)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Teams
Implementation Drivers
Implementation Stages
Improvement Cycles
ACTIVE Implementation
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Team
Minimum of three people (four or five preferred) with the expertise to promote effective, efficient, and sustainable implementation, organization change, and system transformation work
Tolerate turnover; teams are sustainable even when the players come and go (Higgins, Weiner, & Young, 2012; Patras & Klest, 2012)
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Team
Organization Supports
Management (leadership, policy)
Administration (HR, structure)
Supervision (nature, content)
Practitioner/Staff Competence
Provincial Supports
Regional Authority Supports
Imp
lem
en
tati
on
Team
Simultaneous, Multi-Level Interventions
Federal Government Supports
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Team
Implementation Team
Prepare Organizations
Prepare Practitioners and Staff
Work with Researchers
Assure Implementation
Prepare Regions Assure Intended Benefits
Create Readiness
Parents and Stakeholders
© Fixsen & Blase, 2009
20%80%
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Impl. Team NO Impl. Team
Effective
Effective use of Implementation Science & Practice
IMPLEMENTATION
INT
ER
VE
NT
ION
80%, 3 Yrs 14%, 17 Yrs
Balas & Boren, 2000Fixsen, Blase, Timbers, & Wolf, 2001
Implementation Team
Letting it Happen Helping it Happen
Substantial Return on Investment
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Costs and Savings
Implementation Costs & Savings
(Inflation Adjusted)
60
70
80
90
100
110
120
1 Yr Pre During Post
Year 1
Post
Year 2
Post
Year 3
Ch
an
ge i
n B
ud
get
(Perc
en
t)
Invest in Implementation
Capacity
Improve Effectiveness and Efficiency
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Drivers
Common features of successful supports to help make full and effective uses of a wide variety of innovations
ACTIVE Implementation
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© Fixsen & Blase, 2008
Performance Assessment (fidelity)
Coaching
Training
Selection
Integrated &
Compensatory
Systems Intervention
FacilitativeAdministration
Decision SupportData System
AdaptiveTechnical
Leadership DriversLeadership Drivers
Consistent Uses of Innovations Interventions
meetImplementation
Reliable Benefits
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Exploration
Installation
Initial Implementation
Full Implementation
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
Precontemplation
Contemplation
Preparation
Action
Maintenance
ACTIVE Implementation
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
System Supports
Innovative practices do not fare well in existing organizational structures and systems
Organizational and system changes are essential to successful use of innovations
Expect it
Plan for it
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Dean Fixsen and Karen BlaseUniversity of North Carolina at Chapel Hill
Rob Horner and George SugaiUniversity of Oregon; University of Connecticut
Barbara Sims and Michelle DudaUniversity of North Carolina at Chapel Hill
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
System SupportsSupply side: Effective programs go where they are most welcome
Let it happen; Help it happen
Islands of excellence
Demand side: Effective programs go where they are most needed
Make it happen; whole populations
A sea of change
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Existing System
Effective Innovations
Are Changed to
Fit The System
Existing System Is
Changed To Support
The Effectiveness Of
The Innovation
Effective Innovation
System Supports
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Compliance and Crises, Urgent, Time Sensitive!!
• Services not meeting Standards
• Deal with urgent and high profile issues
Best Practices
Implemented Fully
With Good Outcomes
Disturb the System
System Supports & Stability• Regulatory roles
• Basic Data Systems
• Financing and Fiscal Accountability
• Accreditation/ Licensing Standards
• HR rules and regulations
• Safety Standards
• Work with Legislature
• Inclusion of Stakeholders
System Supports
& StabilityMandates,
System Supports,
Foundational Polices & Regulations
Leadership Responsibilities and Leverage Points
Thanks to Tom Bellamy
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Implementation Team
ExecutiveManagement
Team
PractitionersInnovations
Children, Families
Syste
mC
han
ge
Adaptive Challenges
• Duplication
• Fragmentation
• Hiring criteria
• Salaries
• Credentialing
• Licensing
• Time/ scheduling
• Union contracts
• RFP methods
• Federal/ State laws
“E
xte
rna
l” S
ys
tem
Ch
an
ge
Su
pp
ort
Pra
cti
ce
-Po
lic
y
Co
mm
un
ica
tio
n L
oo
pP
olic
y E
na
ble
d
Pra
ctic
e
System Reinvention
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Capacity Building
YEARS
AM
OU
NT
SImplementation TeamsOrganization ChangeSystem Reinvention
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Children, families, and individuals cannot benefit from services they do not experience
For the EBP Movement to be successful, we must actively implement evidence-based programs with fidelity and sustain/ improve their benefits on a socially significant scale
Challenges
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www.implementationconference.org
2013
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
For More InformationDean L. Fixsen, Ph.D.
919-966-3892
Karen A. Blase, Ph.D.
919-966-9050
Frank Porter Graham Child Development Institute
University of North Carolina
Chapel Hill, NC
http://nirn.fpg.unc.edu/www.scalingup.org
www.implementationconference.org
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HTTP://NIRN.FPG.UNC.EDU
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Implementation Research: A Synthesis of
the Literature
Implementation Science
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Copyright © Dean L. Fixsen and Karen A. Blase, 2012
Thank You for your Support
Annie E. Casey Foundation (EBPs and cultural competence)
William T. Grant Foundation (implementation literature review)
Substance Abuse and Mental Health Services Administration (implementation strategies grants; national implementation awards)
Centers for Disease Control & Prevention (implementation research)
National Institute of Mental Health (research and training grants)
Juvenile Justice and Delinquency Prevention (program development and evaluation grants
Office of Special Education Programs (Scaling up Capacity Development Center)
Administration for Children and Families (Child Welfare Leadership; Capacity Development)
Duke Endowment (Child Welfare Reform)