Proceedings of the 4th Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2017: implementation mechanisms: what makes implementation work and why? part 2

2/4/290/1820436/New-Product-Adoption-and-Diffusion. Accessed March 2, 2017. 12. Nine steps for developing a scaling up strategy. World Health Organization. www.who.int/ reproductivehealth/publications/ strategic_approach/9789241500319/en/.2010. Accessed March 1, 2017. A24 Importance and feasibility of a revised compilation of implementation strategies to support education sector behavioral health Aaron Lyon, Clayton Cook, Jill Locke, Chayna Davis, Byron Powell, Thomas Waltz University of Washington, Seattle, WA, USA; University of Minnesota, Minneapolis, MN, USA; University of North Carolina at Chapel Hill, Chapel Hill, NC, USA; Eastern Michigan University, Ypsilanti, MI USA Correspondence: Aaron Lyon (lyona@uw.edu) Implementation Science 2018, 13(Suppl 3):A24 Background The Expert Recommendations for Implementing Change (ERIC) project’s compilation of implementation strategies in healthcare [1-3] has provided a much needed common language for implementation practitioners and researchers, and allowed for better specified evaluations of implementation interventions [4]. Unfortunately, no comparable effort has occurred to support implementation of a broader range of student support programs in schools. Given that the education sector has a number of unique implementation challenges (e.g., timelines, personnel, policies) [5, 6], strategies designed to support clinical practice in more traditional healthcare settings may require adaptation for use in schools. Materials and Methods ERIC strategies were systematically adapted via the following steps: (1) Review of existing strategies and revision of language, terms, and constructs for schools; (2) Refinement of definitions and generation of education sector examples; (3) Removal of a small number of strategies determined to be inappropriate for school-based implementation; (4) Addition of novel, contextually appropriate implementation strategies; (5) Review of the updated compilation by ERIC developers ensure conceptual consistency; (6) Further revision by school experts; and (7) Re-review by ERIC developers and finalization. Following, the strategies were presented via an online survey to a large sample (n = ~200) of school-based behavioral health consultants across the state of California, who rated the importance and feasibility of each strategy. Results The adaptation process produced (1) a revised compilation of school-focused implementation strategies (n = 75), (2) information about the school context that prompted revision, and (3) a catalog of the types of changes that were made. Among other revisions, implementation strategies focused on financial incentives were deemphasized for the school setting, while new strategies (e.g., “pruning” competing initiatives) were added. In keeping with the work of the ERIC authors [3], results from the online survey were compiled and strategies simultaneously evaluated along importance and feasibility dimensions. Conclusions This study suggests substantial transportability of the ERIC implementation strategies to schools, but underscores critical ways that contextual appropriateness can be optimized. Results from the survey of behavioral health consultants will be compared to those from Waltz et al. [3] to determine whether the relative importance or feasibility of each strategy varied in the current context and sample. Building on these findings, the presentation will articulate an implementation strategy research agenda for schools that explores mechanisms of action for specific strategies [7] and evaluates strategy variations based on their application to different levels of prevention and intervention programming within schools (ranging from universal prevention to indicated clinical services). Implementation Science 2018, 13(Suppl 3):39 Page 14 of 68