Skip to main content

Pursuing the Course from Research to Practice

Prevention Science volume 5, pages 55–59 (2004)Cite this article

Abstract

Diffusion of Innovation Theory describes the typical course by which innovations become standard practice. Research-based prevention programs are one such innovation. These programs have passed through the early phases of diffusion—innovation development and adoption by progressive schools that seek out innovations. With one quarter of the nation's schools having adopted a research-based program, the field is currently in the early majority phase of diffusion. If the patterns of normal diffusion hold true, this phase is likely to be characterized by emerging tensions between program developers and adopting schools. There are several concerns that require attention from researchers and practitioners. Practitioners need to develop their capacity to implement programs with fidelity and to adapt programs appropriately to meet their circumstance. Program developers need to simplify and redesign programs to make them appealing and useful to teachers. Operational capacity to fulfill orders and provide training needs to be developed.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

43,34 €

Price includes VAT (Finland)
Tax calculation will be finalised during checkout.

REFERENCES

  • Berman, P., & McLaughlin, M. W. (1976). Implementation of educational innovation. The Educational Forum, 40, 345-370.

    Google Scholar 

  • Blakely, C. H., Mayer, J. P., Gottschalk, R. G., Schmitt, N., Davidson, W., Roitman, D. B., & Emshoff, J. G. (1987). The fidelity-adaptation debate: Implications for the implementation of public sector social programs. American Journal of Community Psychology, 15, 253-268.

    Google Scholar 

  • Boruch, R. R., & Gomez, H. (1977). Sensitivity, bias, and theory in impact evaluation. Professional Psychology, 8, 411-433.

    Google Scholar 

  • Clayton, R. R., Catterello, A. M., & Johnstone, B. M. (1996). The effectiveness of drug abuse resistance education (Project D.A.R.E.): 5-year follow-up results. Preventive Medicine, 25, 307-318.

    Google Scholar 

  • Drug Strategies (1999). Making the Grade: A Guide to School Drug Prevention Programs, 2nd edn, Drug Strategies, Washington, D.C.

  • Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. (2003). A review of research on fidelity of implementation: Implications for drug abuse prevention in school settings. Health Education Research, 18, 237-256.

    Google Scholar 

  • Dusenbury, L., Brannigan, R., Falco, M., & Lake, A. (in press). An exploration of fidelity of implementation in drug abuse prevention among five professional groups. Journal of Alcohol and Drug Education.

  • Eveland, J. E., Rogers, E. M., & Klepper, C. (1977). The Innovation Process in Public Organizations. Department of Journalism, University of Michigan, Ann Arbor, MI.

    Google Scholar 

  • Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: The RE-AIM framework. American Journal of Public Health, 89, 1322-1327.

    Google Scholar 

  • Glicksman, L., Allison, K., Adlaf, E., & Newton-Taylor, B. (1995). Toward comprehensive school drug policy in Ontario. Journal of Drug Education, 25 2, 129-138.

    Google Scholar 

  • Goldman, K. D. (1994). Perceptions of innovations as predictors of implementation levels: The diffusion of a nationwide health education campaign. Health Education Quarterly, 21 3, 433-443.

    Google Scholar 

  • Hall, G. E., & Loucks, S. F. (1977). A developmental model for determining whether the treatement is actually implemented. American Educational research Journal, 14, 263-276.

    Google Scholar 

  • Hallfors, D., & Godette, D. (2002). Will the "Principles of Effectiveness" improve prevention practice? Early findings from a diffusion study. Health Education Research, 17 4, 461-470.

    Google Scholar 

  • Herbert, B. (2003a). Teaching kids a lesson. New York Times, May 1.

  • Herbert, B. (2003b). The war on schools. New York Times, March 6.

  • Maynard, M. (2003). Four-day school week has pros and cons. Missouri Digital News, January 30.

  • National Institute of Drug Abuse (2003). Preventing Drug Abuse Among Children and Adolescents. Available from http://165.112.78.61/Prevention/PROGRM.html

  • Ringwalt, C. L., Ennett, S., Vincus, A., Thorne, J., Rohrbach, L. A., & Simons-Rudolph, A. (2002). The prevalence of effective substance use prevention curricula in U.S. middle schools. Prevention Science, 3, 257-265.

    Google Scholar 

  • Rogers, E. M. (1995). Diffusion of Innovations, The Free Press, New York.

    Google Scholar 

  • Rosenbaum, D. P., & Hanson, G. S. (1998). Assessing the effects of school-based drug education: A six-year multi-level analysis of Project D.A.R.E. Journal of Research in Crime and Delinquency, 35, 381-412.

    Google Scholar 

  • Ryan, B., & Gross, N. C. (1943). The diffusion of hybrid seed corn in two Iowa communities. Rural Sociology, 8, 15-24.

    Google Scholar 

  • SAMHSA (2003). Model Programs Effective Substance Abuse and Mental Health Programs for Every Community. Available from http://modelprograms.samhsa.gov

  • Schinke, S., Brounstein, P., & Gardner, S. (2002). Science based prevention programs and principles, DHHS Publication No. (SMA) 03-3764, Center for Substance Abuse Prevention, SAMHSA, Rockville, MD.

    Google Scholar 

  • Smith, D. W., McCormick, L. K., Steckler, A. B., & McLeroy, K. R. (1993). Teachers' use of health curricula: Implementation of growing healthy, project SMART, and the teenage health teaching modules. Journal of School Health. 63 8, 349-354.

    Google Scholar 

  • Tobler, N. S., & Stratton, H. H. (1997). Effectiveness of a school-based drug prevention programs: A meta-analysis of the research. Journal of Primary Prevention, 18 1, 71-128.

    Google Scholar 

  • U.S. Department of Education (1997). Principles of effectiveness. Draft legislation to govern Title IV block grant funds. Available from www.ed.gov/offices/OESE/SDFS/prinfin.html

  • U.S. Department of Education Safe and Drug Free Schools Exemplary and Promising, Safe, Disciplined and Drug-Free Schools Programs, (2001). Available from http://www.ed.gov/offices/OSDFS/exemplary01/index.html

Download references

Author information

Affiliations

  1. Tanglewood Research, Greensboro, North Carolina

    Linda Dusenbury & William B. Hansen

Authors
  1. Linda Dusenbury
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. William B. Hansen
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Dusenbury, L., Hansen, W.B. Pursuing the Course from Research to Practice. Prev Sci 5, 55–59 (2004). https://doi.org/10.1023/B:PREV.0000013982.20860.19

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/B:PREV.0000013982.20860.19

  • diffusion
  • implementation
  • fidelity