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Implementing Evidence-Based Practices in Urban Schools: A Collaborative Approach

Implementing Evidence-Based Practices in Urban Schools: A Collaborative Approach

Introduction

Implementing evidence-based practices (EBPs) in urban schools can be a challenging endeavor, especially when school district priorities shift. A recent study titled "Preparation for Implementation of Evidence-Based Practices in Urban Schools: A Shared Process with Implementing Partners" provides valuable insights into overcoming these challenges through collaborative approaches. This blog will explore how practitioners can enhance their skills by applying the study's findings and encourage further research into effective implementation strategies.

Understanding the Research

The study conducted by Eiraldi et al. (2024) involved qualitative interviews with school district and school personnel in a large urban district. It aimed to align study processes with evolving school district priorities while maintaining the integrity of the research objectives. Key themes identified included barriers and facilitators at various levels, such as macro, school, individual, team, and implementation quality.

Key Findings and Recommendations

Applying the Findings

Practitioners can improve their skills by adopting a collaborative approach to implementation. Engaging with school administrators, teachers, and community partners can facilitate alignment with district priorities. Regular training and support can help maintain implementation fidelity and address challenges such as staff turnover and resource constraints.

Additionally, practitioners are encouraged to conduct further research to explore the effectiveness of different implementation strategies in diverse school settings. By sharing experiences and insights, educators can contribute to a growing body of knowledge that supports successful implementation of EBPs in schools.

Conclusion

The study by Eiraldi et al. highlights the importance of collaboration and adaptability in implementing EBPs in urban schools. By understanding and addressing the barriers and facilitators identified in the research, practitioners can enhance their skills and contribute to the successful implementation of evidence-based practices. For those interested in delving deeper into the study, the original research paper can be accessed here.


Citation: Eiraldi, R., Comly, R., Wolk, C. B., Rabenau-McDonnell, Q., McCurdy, B. L., Khanna, M. S., Jawad, A. F., Banks, J., Clark, S., Popkin, K. M., Wilson, T., & Henson, K. (2024). Preparation for implementation of evidence-based practices in urban schools: A shared process with implementing partners. Implementation Research and Practice. https://doi.org/10.1177/26334895241279503
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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