Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework Purpose This article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development. Method Intervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of intervention development that was paralleled by ... Supplement Article
Supplement Article  |   December 2015
Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework
 
Author Affiliations & Notes
  • Howard Goldstein
    University of South Florida, Tampa
  • Arnold Olszewski
    University of South Florida, Tampa
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Howard Goldstein: hgoldstein@usf.edu
  • Editor and Associate Editor: Rhea Paul
    Editor and Associate Editor: Rhea Paul×
  • Copyright © 2015 American Speech-Language-Hearing Association
Article Information
Development / School-Based Settings / Normal Language Processing / Speech, Voice & Prosody / Supplement: Implementation Science
Supplement Article   |   December 2015
Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework
Journal of Speech, Language, and Hearing Research, December 2015, Vol. 58, S1837-S1850. doi:10.1044/2015_JSLHR-L-14-0351
History: Received December 13, 2014 , Revised February 27, 2015 , Accepted March 12, 2015
 
Journal of Speech, Language, and Hearing Research, December 2015, Vol. 58, S1837-S1850. doi:10.1044/2015_JSLHR-L-14-0351
History: Received December 13, 2014; Revised February 27, 2015; Accepted March 12, 2015

Purpose This article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development.

Method Intervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of intervention development that was paralleled by a focus on implementation in early childhood settings. The exploration, preparation, implementation, sustainment framework is used to describe factors that need to be considered during a progression through these 4 phases of implementation. A post hoc analysis provides insight into a rather nonlinear progression of intervention development and highlights considerations and activities that have facilitated implementation.

Conclusions The guiding principles of the exploration, preparation, implementation, sustainment implementation science framework highlight the important considerations in developing effective and practical interventions. Considering implementation and sustainment during the intervention development process and using data-based decision making has the potential to expand the availability of user-friendly evidence-based practices in communication sciences and disorders and encourage a bridging of the researcher–clinician gap.

Acknowledgments
This work was supported by Cooperative Agreement R324C080011, the Center for Response to Intervention in Early Childhood, from the Institute of Education Sciences, U.S. Department of Education.
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