Deck 10: Prevention and Promotion: Implementing Programs

Question 1

The Interactive Systems Framework for Dissemination and Implementation is designed to:

A)integrate ideas from research to practice and community-centered models.
B)describe the stages involved in program dissemination.
C)describe the systems that need to be in place in order for implementation of a program to be successful.
D)both 'a' and 'c'.

Answer 1

both 'a' and 'c'.

Question 2

There are four stages of implementation of a prevention program,including experimental,technological,diffusional,and

A)widespread implementation.
B)experimental demonstration.
C)refinement.
D)scaling up.

Answer 2

widespread implementation.

Question 3

What can improve implementation of a prevention/promotion program by documenting the actual effects of the program and indicating areas for future improvements,then documenting the effects of those improvements,in a cyclical pattern?

A)action research
B)qualitative research
C)the experimental stage of research
D)intervention implementation

Answer 3

action research

Question 4

The implementation issue of program reach refers to:

A)the number of settings in which the program has been implemented.
B)how many of the intended participants were actually enrolled in the program.
C)the strength of the program's effects.
D)the variety of people for whom the program is effective.

Question 5

The Interactive Systems Framework for Dissemination and Implementation (ISF)includes the following three systems:

A)Community-Centered System,Research to Practice System and Dissemination System.
B)Prevention Synthesis and Translation System,Prevention Support System,and Prevention Delivery System.
C)Prevention Delivery System,Staff Support System,and Instructional System.
D)Capacity Development System,Leadership Development System,and Staff Development System.

Question 6

Chapter 10 focuses on the challenge of transferring effective prevention programs from settings ____ to settings ____ .

A)with much funding;with less funding
B)with many resources for research on the program;with few of these resources for research
C)where programs originated;where programs could be widely adopted
D)all of the above

Question 7

Any prevention/promotion program must take account of the unique history of the setting where it is to be implemented.Which of Kelly's ecological principles is thus involved?

A) interdependence
B) cycling of resources
C) adaptation
D) succession

Question 8

Development of a prevention program proceeds through four stages.In the last two stages,the program is conducted by ____ .In the last stage,it is conducted in ____ .

A)its original developers;a few real-world settings
B)other organizations;a few real- world settings
C)other organizations;many real- world settings
D)its original developers;many real- world settings

Question 9

A continuous process in which research helps to understand a problem,evaluate whether a program to address the problem is effective,and use those findings to further improve the program is termed ____ .

A)action research
B)scaling up
C)program development
D)diffusion

Question 10

Research to practice models of program implementation:

A)are developed from the perspective of the community that wants to implement a program.
B)assume that implementation issues are not important for program effectiveness.
C)focus on pushing communities to adopt evidence-based programs.
D)believe that effective programs must be developed by communities,not scientists.

Question 11

The process of development of a prevention program from its original form in one setting to widespread implementation in many settings.

A)action research
B)scaling up
C)inoculation
D)demonstration

Question 12

Social-emotional learning programs:

A)can include universal and indicated school-based programs and afterschool programs.
B)have been shown to result in improvement in children's academic performance of up to 17 percentage points.
C)have been shown to increase positive social behavior and decrease emotional distress and conduct problems.
D)all of the above.

Question 13

Although in the 1970s educational innovations were often transferred to new settings with precisely copied "cookbook" instructions,today the emphasis is on:

A)having program developers train staff in the new setting.
B)specifying fragile components and having program developers implement them.
C)creating innovative programs in each setting,based on best practices.
D)interdependence rather than cycling of resources.

Question 14

Community-centered models of program implementation:

A)focus on the process by which communities chose programs that are appropriate for them.
B)assume that scientific evidence is not important when choosing a program.
C)ignore the role of researchers in program development.
D)Are mainly concerned with generating money to implement programs.

Question 15

Durlak and Dupre (2008)discuss eight different aspects of program implementation.They include:

A)fidelity
B)quality
C)program reach
D)all of the above

Question 16

In their study of factors affecting the successful implementation of child and adolescent prevention and promotion programs Durlak and DuPre found that:

A)program fidelity had little relationship to the success of a program.
B)effective programs could be successfully implemented regardless of the characteristics of the organization adopting them.
C)factors related to the organizational capacity of the Prevention Delivery System were key to successful implementation.
D)Successful implementation of effective prevention and promotion programs is easy.

Question 17

The process through which a program that has been effective in one setting is then implemented in many settings.

A)action research
B)scaling up
C)inoculation
D)scaling out

Question 18

The Prevention Synthesis and Translation System of the ISF addresses:

A)the fact that information on effective prevention programming is often published in scientific reports or journals that may not be easily accessible or understandable by community members.
B)The need to provide training and support to adopters of prevention programs.
C)The ability of organizations to successfully implement prevention programs.
D)The ability of researchers to obtain funding to develop effective prevention programs.

Question 19

Development of a prevention program proceeds through four stages.In the first two stages,the program is conducted by its original developers,first in ____ ,then in ____ .

A)a small,controlled setting;a real-world setting
B)a real-world setting;a small,controlled setting
C)a small setting;in a large setting
D)a research setting;a setting without research

Question 20

Robin Miller and Marybeth Shinn point out that both research to practice models and community-centered models of program implementation:

A)assume that the development of new interventions always begins with researchers.
B)ignore the fact that many communities have developed effective prevention programs on their own.
C)are based upon learning from indigenous prevention efforts.
D)both 'a' and 'b'.

Question 21

What is meant by organizational capacity? What aspects of organizational capacity are particularly important for successful program implementation?

Question 22

To be effective in the long term,a prevention/promotion intervention must become a routine part of the host setting.In other words,the intervention must be:

A) institutionalized.
B) rationalized.
C) challenging.
D) context dependent.

Question 23

Iatrogenic effects are:

A) unintended,harmful consequences of what was meant to be a beneficial intervention.
B) significant,positive effects of an intervention.
C) intervention effects that are true for some types of participants but not others.
D) non-significant effects.

Question 24

Describe some of the issues that you must pay attention to when implementing prevention programs if you want to ensure they are successful.

Question 25

Evidence-based programs:

A) are not useful for real communities because they were developed under controlled settings and assume that all communities and settings are the same.
B) are generally too expensive to implement.
C) cannot be critically evaluated or implemented by anyone except behavioral health specialists.
D) are often required by funding sources.

Question 26

Innovation-specific capacity and general capacity differ in that:

A) innovation-specific capacity applies to organizations while general capacity applies to communities.
B) innovation-specific capacity refers to the skills and resources necessary to implement a specific program while general capacity refers to the skills,characteristics and overall level of functioning necessary to implement any type of program.
C) innovation-specific capacity refers to program implementation while general capacity refers to employee morale.
D) general capacity refers solely to an organization's financial resources.

Question 27

Explain and give an example of the concept of institutionalizing a prevention/promotion innovation in a setting.

Question 28

In Chapter 10,the Social Decision-Making/Social Problem-Solving program was developed and implemented widely by:

A) relying on precise transfer of program methods and materials to any school that adopted the program.
B)fostering communication of ideas among schools and teachers using the program
C) allowing teachers to integrate program elements with their own teaching and classroom.
D) both 'b' and 'c'

Question 29

How can action research and program implementation complement each other in refining an innovative program? Give examples to support your points.

Question 30

The CASEL evaluation of SEL programs examined whether high-quality,school-based prevention programs sustained their level of quality over five years.Programs that did continue to provide high-quality services had three characteristics.Which characteristic below is one of those three?

A) frequent changes in administrative leadership
B) making the program a routine part of school life
C) extensive funding for the program
D) both 'b' and 'c'

Question 31

Describe five important principles you learned from Chapter 10 to improve real-life implementation of prevention/promotion innovations.Give an example of each.

Question 32

The Scared Straight Program was designed to deter juvenile defenders from a life of crime by exposing them to the realities of being incarcerated in prison.Initial evaluations of the program reported that between 80% and 90% of program participants did not commit additional offenses.Later evaluations found:

A) the initial evaluations would have benefited from the use of a control group and random assignment.
B) Program participants were actually more likely to reoffend than were juvenile offenders who did not participate.
C) the program actually reinforced attitudes and behaviors that are associated with criminality.
D) all of the above.

Question 33

Any prevention/promotion innovation has certain elements that are central to its effectiveness and must be included in any implementation,and other elements that can be modified to fit the context of a new setting.These are termed:

A) operator and context components.
B) core and adaptive components.
C) central and contextual components.
D) longitudinal and short-term elements.

Question 34

Explain why community psychologists should be concerned with how well prevention/promotion programs are implemented in many settings,rather than with just studying their effects in ideal settings with many resources.Give examples to support your point.

Question 35

When researchers first began thinking seriously about program dissemination (way back in the 1970s!)they started with the "cookbook" approach.What is this approach,what are its weaknesses and what has replaced it?

Question 36

It is important to distinguish between core and adaptive components because:

A) core components can be altered but adaptive components must be implemented exactly as planned.
B) adaptive components can be modified to fit the specifics of the setting.
C) core components must be implemented with fidelity in order to ensure the effectiveness of the program.
D) "b" and "c".

Question 37

The CASEL Model Site evaluation of SEL programs examined their level of quality over five years.Programs that did continue to provide high-quality services had three characteristics.Which characteristic below is one of those three?

A) training and skill development among teachers
B) support from school administration and parents
C) extensive funding for the program
D) both 'a' and 'b'