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S1_LSHSS-22-00171komesidou.xlsx (484.99 kB)

Generic Framework for School-Based Implementation (Komesidou & Hogan, 2023)

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posted on 2023-07-11, 22:35 authored by Rouzana Komesidou, Tiffany P. Hogan

Purpose: One of our biggest challenges is integrating evidence-based research into practice to serve students with communication disorders. To encourage the systematic application of research findings into practice, implementation science offers frameworks and tools, many of which have a narrow scope. It is important to have comprehensive frameworks that encompass all essential implementation concepts to support implementation in schools.

Method: Guided by the generic implementation framework (GIF; Moullin et al., 2015), we reviewed implementation science literature to identify and tailor frameworks and tools covering all core concepts of implementation: (a) the process of implementation, (b) the domains and determinants of practice, (c) implementation strategies, and (d) evaluations.

Results: We created a version of the GIF for school settings, called the GIF-School, to bring together frameworks and tools that sufficiently cover core concepts of implementation. The GIF-School is accompanied by an open access toolkit, which lists selected frameworks, tools, and useful resources.

Conclusion: Researchers and practitioners, in speech-language pathology and education more broadly, who seek to apply implementation science frameworks and tools to improve school services for students with communication disorders may turn to the GIF-School as a resource.

Supplemental Material S1. The GIF-Schoool toolkit.

Komesidou, R., & Hogan, T. P. (2023). A Generic Implementation Framework for School-based research and practice. Language, Speech, and Hearing Services in Schools, 54(4), 1165–1172. https://doi.org/10.1044/2023_LSHSS-22-00171

Publisher Note: This article is part of the Forum: Implementation Science in School-Based Settings.

Funding

This work was supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health Grant R01DC016895, awarded to co-PIs Tiffany P. Hogan and Julie A. Wolter.

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