Evidence-Based Programs in School Settings: Barriers and Recent Advances

Abstract

In spite of multi-disciplinary calls for the use of evidence-based practice in schools, empirically supported interventions are not being implemented in most schools. To increase the use of evidence-based programs in schools, it may be necessary first to identify characteristics of those programs and other factors that represent barriers to their use. This study examined implementation requirements and the availability of program information of 51 school-based intervention programs. Analyses revealed implementation obstacles such as high start-up costs, challenging training and staffing requirements, and a lack of easily accessible information about programs. Research and practice implications of these findings are presented.

KEYWORDS:

• Evidence-based practice
• schools
• programs
• barriers
• advances

Notes

The findings of this study were previously presented in the dissertation of the first author (Powers, 2005). The review of evidence-based programs included in the dissertation was supported by a grant to Flying Bridge Technologies from the National Institutes of Health (NIH) and National Institute on Drug Abuse (NIDA), grant number 2 R42DA013865-02. Findings, opinions and recommendations expressed in this article are those of the authors and not necessarily those of Flying Bridge Technologies, NIH, or NIDA. The authors gratefully acknowledge the input of committee members Philip R. Costanzo, Jack M. Richman, and Gary L. Shaffer to the dissertation upon which the article is based.

^aThis means that additional people are required for the program but that they may not be school employees. Examples of additional individuals needed for program implementation are community volunteers, mentors, tutors, or paraprofessionals.

*Notes. N = 57 due to programs targeting more than one age range (e.g., both elementary and middle schools) and having differing staff time requirements for each.

Percentages not equal to 100 due to rounding.