caa a22 4500 606153810 CHVBK 20210128100555.0 cr unu---uuuuu 210128e20151101xx s 000 0 eng 10.1007/s11121-015-0557-8 doi (NATIONALLICENCE)springer-10.1007/s11121-015-0557-8 Individual and School Organizational Factors that Influence Implementation of the PAX Good Behavior Game Intervention [Elektronische Daten] [Celene Domitrovich, Elise Pas, Catherine Bradshaw, Kimberly Becker, Jennifer Keperling, Dennis Embry, Nicholas Ialongo] Evidence-based interventions are being disseminated broadly in schools across the USA, but the implementation levels achieved in community settings vary considerably. The current study examined the extent to which teacher and school factors were associated with implementation dosage and quality of the PAX Good Behavior Game (PAX GBG), a universal classroom-based preventive intervention designed to improve student social-emotional competence and behavior. Specifically, dosage (i.e., number of games and duration of games) across the school year and quality (i.e., how well the game is delivered) of PAX GBG implementation across four time points in a school year were examined. Hierarchical linear modeling was used to examine the association between teacher-level factors (e.g., demographics, self-reports of personal resources, attitudes toward the intervention, and workplace perceptions) and longitudinal implementation data. We also accounted for school-level factors, including demographic characteristics of the students and ratings of the schools' organizational health. Findings indicated that only a few teacher-level factors were significantly related to variation in implementation. Teacher perceptions (e.g., fit with teaching style, emotional exhaustion) were generally related to dosage, whereas demographic factors (e.g., teachers' age) were related to quality. These findings highlight the importance of school contextual and proximal teacher factors on the implementation of classroom-based programs. Society for Prevention Research, 2015 Teacher and school factors nationallicence PAX Good Behavior Game nationallicence Student social-emotional competence and behavior nationallicence Domitrovich Celene Pennsylvania State University, State College, PA, USA aut Pas Elise Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut Bradshaw Catherine University of Virginia, Charlottesville, VA, USA aut Becker Kimberly University of Maryland, Baltimore, MD, USA aut Keperling Jennifer Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut Embry Dennis PAXIS Institute, Tuscon, AZ, USA aut Ialongo Nicholas Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1064-1074 1389-4986 16:8<1064 2015 16 11121 https://doi.org/10.1007/s11121-015-0557-8 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11121-015-0557-8 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Domitrovich Celene Pennsylvania State University, State College, PA, USA aut NATIONALLICENCE 700 1- Pas Elise Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut NATIONALLICENCE 700 1- Bradshaw Catherine University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 700 1- Becker Kimberly University of Maryland, Baltimore, MD, USA aut NATIONALLICENCE 700 1- Keperling Jennifer Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut NATIONALLICENCE 700 1- Embry Dennis PAXIS Institute, Tuscon, AZ, USA aut NATIONALLICENCE 700 1- Ialongo Nicholas Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA aut NATIONALLICENCE 773 0- Prevention Science Springer US; http://www.springer-ny.com 16/8(2015-11-01), 1064-1074 1389-4986 16:8<1064 2015 16 11121