Designing Scalable Interventions Using the Active Implementation Framework32
| . | Requirements for an Effective, Scalable Intervention . | Strategies Used to Design the Irie Toolbox Program . |
|---|---|---|
| Effective innovation | • Evidence-based content and process of delivery | • Incorporate common core components of evidence-based, violence prevention programs • Use evidence-based behavior change techniques in intervention delivery • Develop a theory of change for the interventions |
| • Acceptable, feasible, and relevant for participants, facilitators, and supervisors | • Collaborate with end-users and key stakeholders in developing the intervention from the outset • Operationalize the content and process of delivery for the Jamaican context based on extensive formative research including: Interviews with end users and key stakeholders to identify perceived needs and potential enablers and barriers to program uptake Observations of caregiver-child interaction and the caregiving environment Iterative piloting of the intervention in a diverse sample of preschools | |
| • Structured, manualized intervention | • Develop detailed facilitator manuals and associated training resources • Develop resources for participant parents/teachers to support implementation (eg, content summaries, homework assignments, materials to use with children) | |
| Effective implementation | • In-built flexibility: program can be delivered differently according to preferences and needs | • Develop a modular intervention that can be delivered flexibly depending on staff and participant availability and participants’ needs • Develop resources that can be used in face-to-face and virtual training to permit blended delivery |
| • High quality training and ongoing support of frontline facilitators | • Develop clear training and supervision protocols (eg, documenting content, methods, frequency, duration, group size) • Provide sufficient training and support for staff responsible for training and supervision, with ongoing quality monitoring • Provide opportunities for training new staff | |
| • Availability of technical tools to support implementation | • Develop training and supervisory manuals and quality monitoring tools and train senior staff in their use | |
| • In-built monitoring and evaluation system improvements | • Collect timely monitoring and evaluation data that is easy to use • Build in iterative feedback loops to ensure lessons learnt inform program revisions | |
| Enabling context | • Alignment with mission and goals of the implementing organization | • Form a collaborative group with the Early Childhood Commission to explicitly map how the Irie Toolbox aligns with their Strategic Plan, the Early Childhood Curriculum, the Operational Standards for Early Childhood Institutions, and the Inspection Documents. |
| • Availability of frontline workers and supervisory staff: sufficient staff to implement the program and fit with existing duties | • Develop the intervention so that it can be feasibly delivered using the existing organizational structure and existing staff of the Early Childhood Curriculum and Ministry of Education. |
| . | Requirements for an Effective, Scalable Intervention . | Strategies Used to Design the Irie Toolbox Program . |
|---|---|---|
| Effective innovation | • Evidence-based content and process of delivery | • Incorporate common core components of evidence-based, violence prevention programs • Use evidence-based behavior change techniques in intervention delivery • Develop a theory of change for the interventions |
| • Acceptable, feasible, and relevant for participants, facilitators, and supervisors | • Collaborate with end-users and key stakeholders in developing the intervention from the outset • Operationalize the content and process of delivery for the Jamaican context based on extensive formative research including: Interviews with end users and key stakeholders to identify perceived needs and potential enablers and barriers to program uptake Observations of caregiver-child interaction and the caregiving environment Iterative piloting of the intervention in a diverse sample of preschools | |
| • Structured, manualized intervention | • Develop detailed facilitator manuals and associated training resources • Develop resources for participant parents/teachers to support implementation (eg, content summaries, homework assignments, materials to use with children) | |
| Effective implementation | • In-built flexibility: program can be delivered differently according to preferences and needs | • Develop a modular intervention that can be delivered flexibly depending on staff and participant availability and participants’ needs • Develop resources that can be used in face-to-face and virtual training to permit blended delivery |
| • High quality training and ongoing support of frontline facilitators | • Develop clear training and supervision protocols (eg, documenting content, methods, frequency, duration, group size) • Provide sufficient training and support for staff responsible for training and supervision, with ongoing quality monitoring • Provide opportunities for training new staff | |
| • Availability of technical tools to support implementation | • Develop training and supervisory manuals and quality monitoring tools and train senior staff in their use | |
| • In-built monitoring and evaluation system improvements | • Collect timely monitoring and evaluation data that is easy to use • Build in iterative feedback loops to ensure lessons learnt inform program revisions | |
| Enabling context | • Alignment with mission and goals of the implementing organization | • Form a collaborative group with the Early Childhood Commission to explicitly map how the Irie Toolbox aligns with their Strategic Plan, the Early Childhood Curriculum, the Operational Standards for Early Childhood Institutions, and the Inspection Documents. |
| • Availability of frontline workers and supervisory staff: sufficient staff to implement the program and fit with existing duties | • Develop the intervention so that it can be feasibly delivered using the existing organizational structure and existing staff of the Early Childhood Curriculum and Ministry of Education. |