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.

小学提供的循证课程 (EBP) 在降低情绪和行为障碍 (EBD) 风险方面显示出巨大前景。然而，在学校维持 EBP 的努力面临障碍。因此，改善 EBP 维持是一个优先事项，但很少有研究为维持策略的制定提供信息。为了弥补这一差距，通过多层次实施结构维持循证创新 (SEISMIC) 项目将 (a) 确定可塑性个人、干预和组织因素是否可以预测实施、维持或两者期间的 EBP 治疗保真度和修改； (b) 评估 EBP 保真度和修改在实施和维持期间对儿童结果的影响； (c) 探索个人、干预和组织因素影响维持结果的机制。本协议文章描述了 SEISMIC，它建立在一项联邦资助的随机临床试验的基础上，该试验评估了 BEST in CLASS，这是一个由教师为有 EBD 风险的幼儿园至三年级儿童提供的项目。样本将包括 96 名教师、384 名儿童和 12 所小学。将使用多层次、间断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。研究结果将用于制定改善学校 EBP 维持的战略。