CREATE Lab

Sustainment of Evidence-Based Programs in Schools

MPIs: Bryce D. McLeod, Ph.D. & Kevin Sutherland, Ph.D
Funding: National Institute of Mental Health (NIMH R01 MH124439, 2020-2024)

In collaboration with Kevin Sutherland (School of Education, VCU), we are engaged in a four-year NIMH-funded study that will accomplish three primary aims: (1) Determine if malleable individual (teacher self-efficacy, teacher burnout, teacher attributions), intervention (usability), and organizational (school climate, classroom atmosphere, classroom-level adversity) factors predict evidence-based program (EBP) treatment fidelity (adherence, competence) and modifications (fidelity-consistent, fidelity-inconsistent) during implementation, sustainment, or both; (2) Assess the impact of EBP treatment fidelity and modifications on child outcomes (disruptive behavior problems, social skills) during implementation and sustainment; and (3) Explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. 

Publications:

McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 31(1), 27-40. https://doi.org/10.1177/10634266221090160