Facilitator Implementation Questionnaire
Implementation data is important to help understand and interpret the range of factors that can influence program outcomes.
Our Trained Social Stencil Facilitators might be asked to complete this questionnaire on funded projects, to help us provide details about student outcomes.
This questionnaire should be completed at the end of each program session. It should take only 5 minutes to complete.
Why do we collect implementation data?
Extract from the ‘Buckingham, C. (2020) Evaluating a Universal Social Information Processing Skills Program for Girls: The Friendship Saver Program, University of Melbourne.
Schools operate as macrosystems with competing demands that can influence decisions about the way an intervention is implemented within a school. For example, the recommended time and duration of delivery may be altered due to competing curriculum demands. The frequency of delivery, access to required equipment, ideal location or class size might be compromised. In addition, those who implement the intervention might create variation because of their prior teaching experiences, levels of training and individual engagement practices (Durlak, 2015).
Variations can also occur due to differences in student participation, that is, a cohort might participate with varying degrees of attendance, capabilities and engagement. Furthermore, identification of learning needs or engagement issues can lead a highly skilled facilitator to modify a program to support the individual needs of their students. This type of modification can aid participant outcomes, however if unreported cannot be replicated. Hence, deviation from an intervention program design is highly likely within a school context, can impact participant outcomes negatively or positively, and therefore needs consideration when evaluating a program within a school (Durlak, 2015).
Reference
Durlak, J. A. (2015). What everyone should know about implementation. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice. The Gulford Press: New York.