Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address this gap, the Sustaining Evidenced-Based Innovations through Multi-level Implementation Constructs (SEISMIC) project will (a) determine if malleable individual, intervention, and organizational factors predict EBP treatment fidelity and modifications during implementation, sustainment, or both; (b) assess the impact of EBP fidelity and modifications on child outcomes during implementation and sustainment; and (c) explore the mechanisms through which individual, intervention, and organizational factors influence sustainment outcomes. This protocol article describes SEISMIC, which builds upon a federally funded randomized clinical trial evaluating BEST in CLASS, a teacher-delivered program for K to third grade children at risk for EBDs. The sample will include 96 teachers, 384 children, and 12 elementary schools. A multi-level, interrupted time series design will be used to examine the relationship between baseline factors, treatment fidelity, modifications, and child outcomes, followed by a mixed-method approach to elucidate the mechanisms that influence sustainment outcomes. Findings will be used to create a strategy to improve EBP sustainment in schools.

在小学开展的循证计划 (EBP) 在降低情绪和行为障碍 (EBD) 风险方面显示出巨大潜力。然而，在学校维持 EBP 的努力面临障碍。因此，改进 EBP 维持是一个优先事项，但很少有研究为维持战略的发展提供信息。为了解决这一差距，通过多层次实施结构 (SEISMIC) 项目持续循证创新将 (a) 确定可塑性个人、干预和组织因素是否预测 EBP 治疗保真度和实施、维持期间或两者的修改；(b) 评估 EBP 保真度和修改对实施和维持期间儿童结果的影响；(c) 探索个人、干预、和组织因素影响保障结果。这篇协议文章描述了 SEISMIC，它建立在一项评估 BEST in CLASS 的联邦资助的随机临床试验的基础上，这是一项针对 K 至三年级有 EBD 风险的儿童的教师授课计划。样本将包括 96 名教师、384 名儿童和 12 所小学。将使用多层次、中断的时间序列设计来检查基线因素、治疗保真度、修改和儿童结果之间的关系，然后采用混合方法来阐明影响维持结果的机制。调查结果将用于制定一项战略，以改善学校的 EBP 维持。一项针对幼儿园到三年级有 EBD 风险的儿童的教师授课计划。样本将包括 96 名教师、384 名儿童和 12 所小学。将使用多层次、中断的时间序列设计来检查基线因素、治疗保真度、修改和儿童结果之间的关系，然后采用混合方法来阐明影响维持结果的机制。调查结果将用于制定一项战略，以改善学校的 EBP 维持。一项针对幼儿园到三年级有 EBD 风险的儿童的教师授课计划。样本将包括 96 名教师、384 名儿童和 12 所小学。将使用多层次、中断的时间序列设计来检查基线因素、治疗保真度、修改和儿童结果之间的关系，然后采用混合方法来阐明影响维持结果的机制。调查结果将用于制定一项战略，以改善学校的 EBP 维持。随后采用混合方法阐明影响维持结果的机制。调查结果将用于制定一项战略，以改善学校的 EBP 维持。随后采用混合方法阐明影响维持结果的机制。调查结果将用于制定一项战略，以改善学校的 EBP 维持。