Promoting the Use of Evidencebased Prevention

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Promoting the Use of Evidence-based Prevention

• Application in the Real World

Brian Bumbarger Prosper Statewide Meeting May 2009
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Objectives

• Understand the definition of evidence-based
• Become a more informed consumer of information
• Become an ambassador for EBP
• Establish specific criteria for making (and
  defending) prevention programming choices in
  local communities

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Many Sources for EBP

• Blueprints for Violence Prevention
• www.colorado.edu/cspv/blueprints
• OJJDP Model Programs Guide
• www.dsgonline.com/mpg2.5/mpg_index.htm
• Helping Americas Youth Program Tool
• www.helpingamericasyouth.gov/programtool.cfm
• Guide to Community Preventive Services
• www.thecommunityguide.org
• Promising Practices Network
• www.promisingpractices.net
• Social Programs that Work
• www.evidencebasedprograms.org
• A Google search on Evidence Based Programs
  returned over 57 million hits

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Why Evidence-based programs?

• Funding may require EPB
• More effective use of scarce resources
  (efficiency)
• More confidence that what we do will make a
  difference (accountability)
• Take advantage of existing expertise (prevention
  science)
• Why reinvent the wheel?
• Programs without evidence may actually be harmful

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The Changing Lingo

• Best Practices
• Promising Approaches
• Research-based
• Science-based
• Evidence-based
• Model Programs
• Blueprints

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Whats the Difference?

• Best Practices
• Weve done it and we like it
• Promising Approaches
• We really think this will workbut we need time
  to prove it
• Research-based
• This intervention is based on a sound
  theoretical foundation
• Evidence-based
• This intervention has been tested and shown to
  work

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Evidence-based Programs

• Theoretically sound interventions that have been
  evaluated using a well-designed study (randomized
  controlled trial or strong quasi-experimental
  design) and have demonstrated significant
  improvements in the targeted outcome(s).
• Evidence is strengthened by independent
  replication and sustained benefits.

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Simple pre-post comparison
Prevention Program
We can compare the difference between pre-test
and post-test But

• What if something else caused the change?
• If the post-test isnt better, does that mean
  the program didnt work?
• What would have happened in the absence of the
  program?
• Are these kids representative of all kids?

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Randomized Controlled Trial
Randomization
Random Se l ec t i on
Fo l l owup Data
Post-test
Pre-test
Pre-test
Post-test
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All Model Programs are not Equal

• Relevance of the conceptual model (theory of
  change)
• Quantity and quality of evidence
• Generalizability of evidence
• Economic feasibility
• Local fit
• Breadth of impact
• TA and training infrastructure
• Peer network
• Sustainability

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Questions to Ask

• How strong is the evidence?
• Do we need it?
• What are the other options?
• Does the evidence apply to our population?
• Is it worth the investment, and can we afford it?
• Can we assemble the necessary resources and
  stakeholders?
• Will our community find it acceptable?
• How broad might the impact be?
• Can the developer support our site?
• Do we know others who have used it?
• What will it take to sustain it?