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.


McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2022). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 31(1), 27-40.