Abstract
Training prior to implementing evidence-based interventions (EBIs) is essential to reach high levels of fidelity. However, the time and cost of in-person training are often barriers to implementation. Online learning offers a potential solution, though few studies examine the relationship between online training and fidelity of implementation. This study explored whether teachers trained online have similar levels of adherence, dosage, quality of delivery, and student responsiveness compared to teachers trained in-person on the Botvin LifeSkills Training (LST) middle school program, a universal prevention intervention proven to reduce substance use and violence, as part of a national dissemination project. This study involved a sample of 989 LST teachers across 114 school districts, representing 296 schools in 14 states. All teachers were first trained in LST implementation between 2016 and 2019. Hierarchical linear models were used to assess relationships between training modality and the four fidelity outcomes. Online training was associated with lower ratings of quality of delivery compared to in-person training, but no significant associations existed between online training and adherence to the curriculum, dosage, or student responsiveness. Findings from this study generally indicate that online training builds competencies important for school-based EBI implementation, while also highlighting potential shortcomings related to quality of delivery. Ensuring the inclusion of experiential learning activities (e.g., practice delivering content, receiving feedback on delivery) may be key to quality of delivery as online trainings for facilitators of school-based EBIs evolve.
Highlights
Research has demonstrated that pre-program training for facilitators of evidence-based interventions (EBIs) is essential, though not in itself enough, to reach high levels of fidelity of implementation (Durlak & DuPre, 2008; Dusenbury et al, 2003; Fixsen et al, 2009)
The present study examined the relationship between training modality and fidelity of implementation of the Botvin LifeSkills Training (LST) middle school EBI
Though each had a negative direction, no significant association existed between online training and adherence, dosage, or student responsiveness
Summary
Research has demonstrated that pre-program training for facilitators of evidence-based interventions (EBIs) is essential, though not in itself enough, to reach high levels of fidelity of implementation (Durlak & DuPre, 2008; Dusenbury et al, 2003; Fixsen et al, 2009). Preprogram training is just one of multiple considerations critical to implementing an EBI as intended. Aspects such as coaching, assessment, and administrative support have been identified as key components of strong implementation (Fixsen et al, 2009). While pre-program training alone is an insufficient implementation strategy, it is still a prerequisite for fidelity of implementation, and in turn for EBIs to yield desired outcomes (Durlak & DuPre, 2008; Dusenbury et al, 2003; Fixsen et al, 2009). Developers of classroom-based K-12 instructional models of EBIs tend to encourage on-site and in-person training that span 1 or 2
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
