The Steps for Process Evaluation resource outlines how to assess whether a program is being implemented as planned by systematically tracking key aspects of delivery. It guides teams to plan the process evaluation before implementation, identify what to measure (e.g., participant characteristics, attendance/utilization, fidelity/adherence, participant satisfaction, staff perceptions, work-plan adherence), determine data collection methods, assign… Read More
The Outcome Evaluation Tool offers step-by-step guidance for planning and conducting an outcome evaluation, which measures how well a program achieves its intended effects on participant outcomes. It explains what outcome evaluation is and why it matters, outlines evaluation design options (e.g., pre-post designs, control groups), provides tips for selecting valid and reliable measures and… Read More
The Dissemination Evaluation Tool guides practitioners through the intentional process of sharing program evaluation findings with key audiences—such as stakeholders, community members, funders, and policymakers—in ways that are accessible, understandable, and actionable. It explains why dissemination matters (e.g., increasing awareness of program impact, informing decision-making, fostering collaboration, and supporting sustainability), outlines how to tailor messages… Read More
This video explains the peer review process for prevention programs, which is a quality control process that involves careful review of scholarly and academic work. Experts with knowledge and experience in the same field as the prevention program that is being reviewed will scrutinize the research, ideas, methods, and outcomes of the program to ensure… Read More
This handout outlines criteria for what it means to say a program is ‘evidence-based’ and where programs then fall along a ‘continuum of confidence’.
Create an account with The Pennsylvania State University Prevention Learning Portal and earn completion certificates for several prevention topics. The purpose of this course is to provide learners with a comprehensive understanding of the considerations for adapting evidence-based programs. Learning objectives include: (1) Understand the concept of adaptation; (2) Identify core components of evidence-based programs;… Read More
This document presents scenario-based guidance on adapting evidence-based programs to better meet community or population needs while preserving essential core components. It clarifies which adaptations are appropriate, which require caution, and when consultation with program developers is recommended to maintain fidelity to the original model.
This brief provides guidance on making thoughtful adaptations to evidence-based programs (EBPs) while protecting their essential components. It uses a “traffic light” approach to distinguish types of changes—green-light adaptations that improve fit without compromising core elements, yellow-light changes that require careful consideration and consultation, and red-light changes that should be avoided because they could reduce… Read More
This document expands on the Traffic Light Model for adapting evidence-based programs (EBPs), explaining why, when, and how to make adaptations while preserving effectiveness. It identifies common reasons that lead to red-light (avoid), yellow-light (cautious), and green-light (generally acceptable) adaptations and offers proactive strategies – such as using team planning, connecting with developers and technical… Read More
This resource explains community readiness for promoting positive school climate, describing how prepared a school community is to adopt new initiatives, programs, or policies and why assessing readiness matters for successful implementation and sustainability. It outlines the nine levels of readiness and five readiness dimensions (such as leadership support, community climate, knowledge, and resource availability)… Read More