Leveraging Self-Determination Theory to Understand Which Preschool Teachers Benefit Most from a Professional Development Intervention.

Effective professional development (PD) interventions that promote high quality teacher-child interactions are important mechanisms to support social-emotional and cognitive development in early childhood. One PD intervention that has shown to be effective is MyTeachingPartner (MTP); however, previous research has suggested that both teacher and contextual factors may moderate the effectiveness of PD interventions like MTP. In the current study, we used a self-determination theoretical (SDT) framework to identify subgroups of teachers (N = 401) through latent class analysis based on the fulfillment of their three basic needs: competence, autonomy, and relatedness. We found three latent classes of teachers: 1) Unconfident and Unsupported; 2) Unconfident but Supported; 3) Confident and Supported. We tested the effect of MTP, latent class membership, and the MTP by latent class interaction on the quality of teacher emotional and instructional support to identify which teachers benefitted most from the MTP intervention. While MTP benefitted teachers on emotional support similarly across classes, MTP was most effective for instructional support for teachers from the Confident and Supported class. As these were the only teachers who had all their basic needs met our results suggest teacher and contextual factors in concert are important in optimizing the effectiveness of PD.

Using qualitative comparative analysis to uncover multiple pathways to program sustainment: implications for community-based youth substance misuse prevention.

BACKGROUND: In order to achieve wide-scale impact in community settings, programs must be sustained. Theory and empirical evidence suggest that intervention characteristics, organizational context, capacity for program implementation, and processes related to implementation are associated with continued program delivery. However, few studies examine how combinations of these factors work together in different settings to influence program sustainment. METHODS: Using scales specified in the Program Sustainability Assessment Tool (PSAT), the current cross-sectional study aims to identify the necessary and sufficient conditions for the sustainment of the Strengthening Families Program for Parents and Youth 10-14 (SFP 10-14). Staff (n = 59) at SFP 10-14 implementation sites across Washington State completed an online survey reporting on their current level of SFP 10-14 sustainment. They also completed PSAT, with eight scales designed to assess conditions that consistently produce sustainment. Data were analyzed using qualitative comparative analysis. RESULTS: Environmental support was the only necessary condition for sustainment success. Four solutions sufficient to achieve sustainment were also identified. These included the combined presence of (1) environmental support, organizational capacity, and funding stability; (2) environmental support, organizational capacity, communication, and program evaluation, in the absence of strategic planning; (3) environmental support, organizational capacity, program evaluation, and partnerships, in the absence of strategic planning; and (4) environmental support, communication, partnerships, and funding stability, in the absence of program evaluation. CONCLUSIONS: Environmental support in combination with organizational capacity appeared to most consistently produce sustainment of SFP 10-14 programs in Washington State. Program providers will benefit from a focusing on enhancing those conditions to increase program sustainment.

Adaptations in a Community-Based Family Intervention: Replication of Two Coding Schemes.

Although program adaptation is a reality in community-based implementations of evidence-based programs, much of the discussion about adaptation remains theoretical. The primary aim of this study was to replicate two coding systems to examine adaptations in large-scale, community-based disseminations of the Strengthening Families Program for Parents and Youth 10-14, a family-based substance use prevention program. Our second aim was to explore intersections between various dimensions of facilitator-reported adaptations from these two coding systems. Our results indicate that only a few types of adaptations and a few reasons accounted for a majority (over 70 %) of all reported adaptations. We also found that most adaptations were logistical, reactive, and not aligned with program's goals. In many ways, our findings replicate those of the original studies, suggesting the two coding systems are robust even when applied to self-reported data collected from community-based implementations. Our findings on the associations between adaptation dimensions can inform future studies assessing the relationship between adaptations and program outcomes. Studies of local adaptations, like the present one, should help researchers, program developers, and policymakers better understand the issues faced by implementers and guide efforts related to program development, transferability, and sustainability.