Center for Substance Abuse Prevention (2001). 2001 Annual Report of Science-Based Prevention Programs. Rockville, MD: Author. Available online at: http://modelprograms.samhsa.gov/pdfs/2001Annual.pdf.

Dane, A.V., & Schneider, B.H. (1998). Program Integrity in Primary and Early Secondary Prevention: Are Implementation Effects Out of Control? Clinical Psychology Review, 18, 23-45.

Ferrari, J.R., & Durlak, J. (Eds.) (1998). Program Implementation in Preventive Trials. [Special issue]. Journal of Prevention and Intervention in the Community, 17 (2).

This journal issue includes the following articles:

Why Worry About Implementation Procedures: Why Not Just Do It?

Why Program Implementation Is Important

Intervention Fidelity in the Psychosocial Prevention and Treatment of Adolescent Depression

Implementing a Violence Intervention for Inner-city Adolescents: Potential Pitfalls and Suggested Remedies

Successful Program Development Using Implementation Evaluation

Design and Implementation of Parent Programs for a Community-Wide Adolescent Alcohol Use Prevention Program

Some Exemplars of Implementation

Gottfredson, G.D., Gottfredson, D.C., Czeh, E.R., Cantor, D., Crosse, S.B., & Hantman, I. (2000). National Study of Delinquency Prevention in Schools. Ellicott City, MD: Gottfredson Associates, Inc. Available at http://www.gottfredson.com/national.htm.

Graczyk, P.A., Domitrovich, C.E, & Zins, J.E. (in press). Facilitating the Implementation of Evidence-Based Prevention and Mental Health Promotion Efforts in Schools. In M. Weist, S. Evans, & N. Tashman (Eds.), School Mental Health Handbook, a volume in the series Issues in Clinical Child Psychology (M. Roberts, Ed.).

Greenberg, M.T., Domitrovich, C.E., Graczyk, P., & Zins, J. (January 2001). A Conceptual Model of Implementation for School-Based Preventive Interventions: Implications for Research, Practice, and Policy. Report to the Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, US Department of Health and Human Services.

Zins, J.E., Greenberg, M.E., Elias, M.J., & Pruett, M.K. (Eds.) (2000). Issues in the Implementation of Prevention Programs [Special issue]. Journal of Educational and Psychological Consultation, 11 (1).

This journal issue includes the following articles:

Increasing Implementation Success in Prevention Programs

The Role of the Collaborative to Advance Social and Emotional Learning (CASEL) in Supporting the Implementation of Quality School-Based Prevention Programs

Moving Prevention from the Fringes into the Fabric of School Improvement

Implementation and Diffusion of the Rainbows Program in Rural Communities: Implications for School-Based Prevention Programming

Building Full-Service Schools: Lessons Learned in the Development of Interagency Collaboratives

You Can Get There From Here: Using a Theory of Change Approach to Plan Urban Education Reform

Partnerships for Implementing School and Community Prevention Programs

Building an Intervention: A Theoretical and Practical Infrastructure for Planning, Implementing, and Evaluating a Metropolitan-Wide School-To-Career Initiative

Zins, J.E., Greenberg, M.E., Elias, M.J., & Pruett, M.K. (Eds.) (2000). Measurement of Quality of Implementation of Prevention Programs [Special issue]. Journal of Education and Psychological Consultation, 11 (2).

This journal issue includes the following articles:

Promoting Quality Implementation in Prevention Programs

Community Psychology: Partners in Prevention Program Implementation

Applying Comprehensive Quality Programming and Empowerment Evaluation to Reduce Implementation Barriers

The Study of Implementation: Current Findings from Effective Programs that Prevent Mental Disorders in School-Aged Children

A Model to Measure Program Integrity of Peer-Led Health Promotion Programs in Rural Middle Schools: Assessing the Implementation of the Sixth-Grade Goals for Health Program

Voices From the Field: Identifying and Overcoming Roadblocks to Carrying Out Programs in Social and Emotional Learning/Emotional Intelligence

Serving Children with Special Social and Emotional Needs: A Practical Approach to Evaluating Prevention Programs in Schools and Community Settings

Andrews, F. M., Lem, L., Davidson, T. N., O'Malley, P., and Rodgers, W. L. (1978). A guide for selecting statistical techniques for analyzing social science data. Ann Arbor, MI: Survey Research Center, Institute for Social Research, University of Michigan.

This guide uses decision trees to map the choices involved in selecting an appropriate statistical technique for a given analysis. More than 100 different statistics or statistical techniques are included in the guide. Some knowledge of statistics is assumed.

Brito, C. S., Stewart, K., and Reynolds, R. I. (1998). Prevention statistics made easy: Understanding correlation, explained variance and causation. Paper delivered at "Prevention Planning for Youth Substance Abuse Initiatives," 11th Annual National Prevention Network Research Conference. San Antonio, TX.

This brief paper provides an overview of four basic statistical concepts: correlation, statistical significance, explained variance, and causation. It is intended to help practitioners identify which prevention findings are worth further consideration and which indicate weaker results.

Carmona, M.C., Steward, K., Gottfredson, D.C., and Gottfredson, G.D. (1998). A guide for evaluating prevention effectiveness, CSAP Technical Report (NCADI Publication No. 98-3237). Rockville, MD: Center for Substance Abuse Prevention, Substance Abuse and Mental Health Services Administration.

This guide provides practitioners with basic evaluation concepts and tools. It describes commonly used research designs and their strengths and weaknesses. Qualitative and quantitative data collection methods used in process and outcome evaluation are described. Basic concepts in data analysis are also discussed.

Flaxman, E. (Ed.) (2001). Evaluating School Violence Programs. New York, NY: ERIC Clearinghouse on Urban Education and Institute for Urban Minority Education.

This monograph provides the information program administrators need to integrate evaluation ino their programs naturally, using their own staffs or consultants. Separate essays offer an overview of the evaluation process, tools for measuring the effectiveness of one specific type of violence prevention program, and a comprehensive review of assessment resources currently available in print and over the Internet. The document also includes a table of school violence resource guides and a school violence resource guide content checklist.

French, J F., and Kaufman, N.J. (Eds.) (1981). Handbook for prevention evaluation: Prevention evaluation guidelines. Publication No. ADM81-1145. Washington, DC: National Institute on Drug Abuse, National Institutes of Health.

This handbook was written for evaluator-practitioner teams working to apply their skills in the assessment and improvement of prevention programs. Topics include models of prevention, evaluation design, indicators and measures for process and outcome evaluation, and reporting evaluation results. It contains an extensive appendix on instruments and data sources.

Hawkins, J D., and Nederhood, B. (1987). Handbook for evaluating drug and alcohol prevention programs: Staff/team evaluation of prevention programs (Publication No. (ADM) 87-1512). Washington, DC: US Department of Health and Human Services.

This handbook provides program managers with a comprehensive tool for guiding their evaluation efforts. It discusses instruments and activities for determining program effectiveness (outcome evaluation) and for documenting and monitoring the delivery of services (process evaluation). The major topics it addresses are evaluation design, measuring outcomes, measuring implementation, data collection, data analysis, and reporting study findings. Worksheets, sample instruments, and a bibliography are included.

Isaac, S., and Michael, W. B. (1983). Handbook in research and evaluation: A collection of principles, methods, and strategies useful in planning, design, and evaluation of studies in education and the behavioral sciences (2nd Ed.). San Diego, CA: EdLTS Publishers.

This book summarizes basic information on research and evaluation methods. It is intended to help practitioners choose the best technique for a particular study. The major topics include planning evaluation and research studies, research design and methods, instrumentation and measurement, data analysis, and reporting a research study. It contains many tables and worksheets.

W. K. Kellogg Foundation (1998). W. K. Kellogg Foundation Evaluation Handbook. Battle Creek, MI: Collateral Management Company.

This handbook provides a framework for thinking about evaluation as a program tool. It was written for project directors with direct responsibility for the evaluation of Kellogg Foundation-funded projects. It discusses how to prepare for an evaluation (e.g., developing evaluation questions, budgeting for evaluation, selecting an evaluator), designing and conducting an evaluation (e.g., data collection methods, analyzing and interpreting data), and reporting findings. The handbook contains worksheets, charts, and a bibliography on evaluation. Full text available online at http://www.wkkf.org/pubs/Tools/Evaluation/Pub770.pdf.

Moberg, D.P. (1984). Evaluation of prevention programs: A basic guide for practitioners. Madison, WI: Board of Regents of the University of Wisconsin System for the Wisconsin Clearinghouse.

This guide is intended for practitioners involved in planning and delivering local prevention services. Definitions and uses of program evaluation are described. Recommended steps for planning and implementing a program evaluation are detailed.

Muraskin, L.D. (1993). Understanding evaluation: The way to better prevention programs. Publication No. ED/OESE92-41. Washington, DC: U.S. Department of Education.

This handbook was written for school and community agency staff to carry out required evaluations under the Drug-Free Schools and Communities Act. The premise of this book is that many evaluations that use simple designs can be conducted without formal training in program evaluation. The author outlines checkpoints in the evaluation process where practitioners may want to consult with evaluation specialists. Topics discussed include evaluation design, data collection methods and instruments, and interpreting and reporting findings. The handbook describes implementation of an evaluation of a hypothetical prevention program. This publication can be ordered through ERIC at http://www.ed.gov/about/pubs/intro/pubdb.html.

Thompson, N.J., and McClintock, H.O. (1998). Demonstrating your program's worth: A primer on evaluation for programs to prevent unintentional injury. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

Addressed to program managers, this guide describes the process involved in conducting a simple evaluation (formative, process, impact, and outcome), how to hire an evaluator, and how to incorporate evaluation activities into a prevention program. Appendices include information on sample questionnaire/interview items, events or activities to observe, and types of records to maintain. The guide provides a glossary and a bibliography on evaluation. It also includes sources of information on violence; injuries that take place in the home, on the road, or during leisure activities; acute care, rehabilitation, and disabilities; and general sources on injury control/prevention. Ordering information for this publication is available at http://www.cdc.gov/ncipc/pub-res/demonstr.htm.

You may also want to consult the Northeast CAPT <http://captus.samhsa.gov/northeast/northeast.cfm> about "Locating, Hiring, and Managing an Evaluator," a training on working with an outside evaluator.

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