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Adapting Evidence-Based Professional Development Models for Online Delivery and Scale-up to Practitioners in Applied Settings

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Handbook of School Mental Health

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Developers of evidence-based preventive interventions and professional development models have often struggled to scale their interventions and make them more readily available to a broader audience. Many program developers have expressed interest in using the Internet and online platforms to help address these scaling and delivery challenges. Yet very few have carefully considered the myriad of decisions and challenges one may encounter when adapting an existing program for online delivery. The COVID-19 pandemic has also accelerated the urgency for the online delivery of evidence-based programs to address student behavioral and mental health needs through quality professional development for teachers and practitioners. The purpose of this chapter is to review several frameworks, best practices, approaches, and related considerations for program developers who are seeking to adapt existing programs for online delivery to teachers and practitioners without compromising the integrity of the program and its content.

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Acknowledgments

The authors would like to thank Drs. Melissa DeRosier, Margaret Anton, Jennifer LoCasale-Crouch, Wendy Reinke, and Kathy Neesen for their input and recommended strategies summarized in this chapter. This work was also supported in part by grants from the Institute of Education Sciences (R305A190116) to the University of Virginia and through the IES-Funded National Center for Rural School Mental Health (R305C190014).

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Authors and Affiliations

  1. University of Virginia, Charlottesville, VA, USA

    Lydia A. Beahm & Catherine P. Bradshaw

Authors
  1. Lydia A. Beahm
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  2. Catherine P. Bradshaw
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Correspondence to Lydia A. Beahm .

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Editors and Affiliations

  1. Department of Psychology, Ohio University, Athens, OH, USA

    Steven W. Evans

  2. Department of Psychology, Ohio University, Athens, OH, USA

    Julie Sarno Owens

  3. University of Virginia, Charlottesville, VA, USA

    Catherine P. Bradshaw

  4. Department of Psychology, University of South Carolina, Columbia, SC, USA

    Mark D. Weist

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Beahm, L.A., Bradshaw, C.P. (2023). Adapting Evidence-Based Professional Development Models for Online Delivery and Scale-up to Practitioners in Applied Settings. In: Evans, S.W., Owens, J.S., Bradshaw, C.P., Weist, M.D. (eds) Handbook of School Mental Health. Issues in Clinical Child Psychology. Springer, Cham. https://doi.org/10.1007/978-3-031-20006-9_33

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