Table 1 Key study measures for effectiveness-implementation study: constructs and measures
Dimensions (assessment time) | Constructs | Measures and sources of data |
|---|---|---|
Child effectiveness outcomes (T1, T2, T3) | Mental Health (Primary): Exteranalizing and Internalizing | Strengths and Difficulties Questionnaire (α = .63–.80)[57] (P); PROMIS Anger (α = .78), Anxiety/Fear (α = .90), Depression (α = .87) [58,59,60](P) |
Social Emotional Competency (Secondary): Emotion regulation; Relationship; Executieve functioning | Emotion-regulation (α = .90) [28] (P); & Peer relationship α = .75) [28] (P); Comprehensive Computerized Battery for Child Psychological Assessment (for executive functioning) [75] (C) | |
Teacher effectiveness outcomes (T1, T2, T3) | Teacher EBI Practice (Primary): PD strategies use | Teacher EBI Practices Classroom Observation (α = .68–.72) [28] (O); EBI Strategies Practice Questionnaire (α = .69–.80) [28] (T) |
Teacher Stress and Management (Primary) | Stress Questionnaire [61] (T); Responses to Stress Questionnaire [62, 63] (T); Social Support (α = .97) [64] (T). Difficulties in Emotion Regulation Scale (DERS-18) [65] (T) | |
Social Engagement (Secondary): Parent and student engagement | Teacher-student relationship (C)(α = .78) [29]; Family and Teacher Relationship Quality [76] (P) | |
Implementation outcomes (during training and coaching sessions) | Fidelity: (1) Adherence; (2) Quality of implementation; (3) Engagement (pre- and post-training knowledge gain) (4) Exposure | (1) PD/PDT Fidelity Checklists (F) [28]: after training & coaching session; (2) Teacher Training Experience Rating: facilitator competency (knowledge, preparation, ability to control discussion, enjoyable) (rating after training and coaching)(α = .72) [28] (T); (3) EBI Strategy Knowledge (test–retest r = .35–.43) [28] (T);(4) Attendance tracking [28] (F) |
Appropriateness and Usefulness of PD/PDT | Implementation outcome measure [66] (T) | |
PD/PDT implementation costs | Implementation costs for PD/PDT: actual program costs (with and without monitoring cost) [77] | |
Contextual moderators- in CFIR domains (T1/beginning of the PD/PDT) | Inner setting: (1) School structural characteristics; (2) School climate (culture, learning climate, leadership engagement, team work alliance) | (1) School structural characteristics (classroom size); (2) School Environment and Climate Survey (adapted from Inner-setting scale [78] and Organization Climate Questionnaire (α = .65–.85) [79] (T) |
Individual Teacher characteristics: Role clarity; Self-efficacy; Mental health | Determinants of Implementation Behavior Questionnaire (DIBQ) [80]; PHQ-4 (mental health) [81, 82] (T) | |
Intervention characteristics: Acceptability, Appropriateness, | See implementation outcome measures above | |
Processes: Partnership quality, Fidelity, Intervention cohort (1st or 2nd cohort) | Partnership Quality Scale (Coach-teacher relationships, support from coaches, support from teachers) [36] (T) | |
Outer setting: Urban/rural region | Geographic region (urban/rural) |