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Using What Works

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Today’s Presenters

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Elizabeth Gaines,

The Forum for Youth

Investment (Host and

moderator)

Dirk Butler,

The Annie E. Casey

Foundation

Kevin Haggerty,

Social Development

Research Group

Jessie Watrous,

The Annie E. Casey

Foundation

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Communicate with us using the Q&A window at the right of the presentation window.

• Type questions for the panel at any time during the webinar.

• Use the box to let us know if you are having technical difficulties.

Communicating During the Webinar

Welcome and OverviewDirk Butler

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The Annie E. Casey Foundation develops solutions to build a brighter future for children, families and communities.

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The Evidence2Success Framework

Governance structure

including public systems and community

Strategic use of data

Comprehensive financing strategies

Implementation of tested, effective programs

Performance measures

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The Evidence2Success Process

Youth Experience

Survey

Fund-Mapping Tool

and Strategies

Blueprints Database of Evidence-

Based programs

Implemen-tation

Dashboard

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Preventing Problems Before They Start

Concepts of Prevention Science and Finding Proven Programs

Identifying Community Priorities

Gathering data from the Youth Experience Survey and working together to choose priority outcomes

Financing Tested, Effective Programs

Using tools to map funding sources and establish work plans for supporting programs that work

The Using What Works Webinar Series

How Prevention ScienceWorks

Kevin Haggerty

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Why Prevention Science?

Heart disease

High blood pressure

Obesity

Diet high in calories, sodium, saturated fat

Use a public health approach to positively affect outcomes by:• reducing community levels of elevated risk factors;

• increasing the levels of community suppressed protective factors; and

• implementing tested, effective programs unique to the community need

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Three Elements of a Prevention Science Approach

Evidence2Success: Powered by Communities That Care

Large trial of Communities That Care produced reductions in drug use and delinquency

• 33% tobacco

• 32% alcohol

• 25% delinquent behavior

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A system of tools and resources to • decrease community risk factors• increase community levels of

protection• implement evidence-based

programs • change systems

to IMPACT outcomes

Common Risk Factors Can Predict Multiple Outcomes

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What is Required for Young People to Be Successful?

Com

mun

ity SchoolIndividual and Peer

Family

Child Well-being

Positive Relationships Behavior

EducationPhysical Health

Emotional Well-being

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Protective Factors: Five Elements

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Interaction of Risk and Protection: Foundation of Resilience

Risk Factors

Protective Factors

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What Are They?

1. R__________

2. P___________

3. T___________________

Three Critical Elements

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What Are They?

1. Risk Factors

2. Protective Factors

3. Tested Effective Programs

Three Critical Elements

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Finding Tested, Effective Programs

Jessie Watrous

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What Is a Tested, Effective Program?

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Impact Evaluation Quality

System Readiness

Intervention Specificity

Positive impact on child well-being outcomes Absence of any negative effects

One randomized controlled trial OR

two quasi-experimental trials

Population clearly defined

Risk and protective factors identified

Training materials Workforce capacity Cost-benefit analysis

• Stronger and more consistent positive outcomes• Strong ethical argument – avoid potential harmful effects• Potential cost savings to taxpayers and society• Improving the well-being of our children at a population level

Why Tested, Effective Programs?

A Six-Step Process

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Assess risk and

protection

Prioritize risk and

protective factors and outcomes to address

Assess resources

and identify gaps to address priorities

Search Blueprints

for programs

that address priorities and gaps

Assess program fit on multiple dimensions

Select tested,

effective program

Considerations for Program Fit

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Type of prevention

Potential return on investment

Local capacity required and

support provided

Cost and alignment with

funding

Setting

Population characteristics

Three Types of Prevention Programs

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Universal

Selective

Indicated

• All children/youth• Example = Positive

Action

• Elevated risk/exposure• Example= Nurse

Family Partnership

• Signs of early problem behavior

• Example= Multisystemic Therapy

Locating the Right Program Through Online Databases

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• Pew MacArthur Results First Clearinghouse Database (database of databases):http://www.pewtrusts.org/en/multimedia/data-visualizations/2015/results-first-clearinghouse-database

• Child Trends What Works/LINKS database: http://childtrends.org/what-works/

• SAMHSA National Registry of Evidence-Based Programs and Practices: http://nrepp.samhsa.gov/01_landing.aspx

• Blueprints for Healthy Youth Development: www.blueprintsprograms.com

The Blueprints database:Your tool for finding tested, effective programs

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www.blueprintsprograms.com

What Is a Tested, Effective Program?

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Impact Evaluation Quality

System Readiness

Intervention Specificity

Positive impact on child well-being outcomes Absence of any negative effects

One randomized controlled trial OR

two quasi-experimental trials

Population clearly defined

Risk and protective factors identified

Training materials Workforce capacity Cost-benefit analysis

Blueprints Program Designations

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Three Ways to Search

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Please use the Q&A function on your screen tosubmit questions.

Questions?

The Road to a “Proven” Distinction

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Develop a strong

program design

Attain strong evidence of

positive program outcomes

• Carry out evaluation with a comparison group

• Conduct regression analysis (quasi-experimental design )

• Perform multiple pre-and post -evaluations

• Meta-analysis

• Carry out evaluation with a comparison group

• Conduct regression analysis (quasi-experimental design )

• Perform multiple pre-and post -evaluations

• Meta-analysis

Produce indicators

of positive

outcomes

• Conduct evaluation with random assignment (experimental design)

• Carry out multiple evaluations with strong comparison group (quasi-experimental design)

• Conduct evaluation with random assignment (experimental design)

• Carry out multiple evaluations with strong comparison group (quasi-experimental design)

• Conduct pre- and post-intervention evaluation

• Conduct pre- and post-intervention evaluation

• Evaluate program quality and process

• Establish continuous improvement system

• Evaluate program quality and process

• Establish continuous improvement system

Ensure fidelity of

Implement-ation

Obtain evidence of

positive program

outcomes

• Create logic model and replication materials

• Create logic model and replication materials

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Identifying Community Priorities for Child Well-Being1 p.m. — 2 p.m. ET

Thursday, July 21, 2016Register at http://bit.ly/1XPGtPa

For additional information after this webinar: Kate Shatzkin, kshatzkin@aecf.org

For supplemental materials and more information about Evidence2Success tools: www.aecf.org

Next in Our Webinar Series