Transportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Study

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dc.contributor.authorHuang, Keng-Yen
dc.contributor.authorNakigudde, Janet
dc.contributor.authorRhule, Dana
dc.contributor.authorGumikiriza-Onoria, Joy Louise
dc.contributor.authorAbura, Gloria
dc.contributor.authorKolawole, Bukky
dc.contributor.authorNdyanabangi, Sheila
dc.contributor.authorKim, Sharon
dc.contributor.authorSeidman, Edward
dc.contributor.authorOgedegbe, Gbenga
dc.contributor.authorBrotman, Laurie Miller
dc.date.accessioned2022-05-22T09:12:52Z
dc.date.available2022-05-22T09:12:52Z
dc.date.issued2017
dc.description.abstractChildren in Sub-Saharan Africa (SSA) are burdened by significant unmet mental health needs. Despite the successes of numerous school-based interventions for promoting child mental health, most evidence-based interventions (EBIs) are not available in SSA. This study investigated the implementation quality and effectiveness of one component of an EBI from a developed country (USA) in a SSA country (Uganda). The EBI component, Professional Development, was provided by trained Ugandan mental health professionals to Ugandan primary school teachers. It included large-group experiential training and small-group coaching to introduce and support a range of evidence-based practices (EBPs) to create nurturing and predictable classroom experiences. The study was guided by the Consolidated Framework for Implementation Research, the Teacher Training Implementation Model, and the RE-AIM evaluation framework. Effectiveness outcomes were studied using a cluster randomized design, in which 10 schools were randomized to intervention and wait-list control conditions. A total of 79 early childhood teachers participated. Teacher knowledge and the use of EBPs were assessed at baseline and immediately post-intervention (4–5 months later). A sample of 154 parents was randomly selected to report on child behavior at baseline and post-intervention. Linear mixed effect modeling was applied to examine effectiveness outcomes. Findings support the feasibility of training Ugandan mental health professionals to provide Professional Development for Ugandan teachers. Professional Development was delivered with high levels of fidelity and resulted in improved teacher EBP knowl-en_US
dc.identifier.citationHuang, K. Y., Nakigudde, J., Rhule, D., Gumikiriza-Onoria, J. L., Abura, G., Kolawole, B., ... & Brotman, L. M. (2017). Transportability of an evidence-based early childhood intervention in a low-income African country: results of a cluster randomized controlled study. Prevention Science, 18(8), 964-975. DOI 10.1007/s11121-017-0822-0en_US
dc.identifier.other10.1007/s11121-017-0822-0
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/3284
dc.language.isoenen_US
dc.publisherPrevention Scienceen_US
dc.subjectMental healthen_US
dc.subjectImplementationen_US
dc.subjectSub-Saharan Africaen_US
dc.subjectLow-income countryen_US
dc.subjectConsolidated framework for implementation researchen_US
dc.subjectRE-AIMen_US
dc.titleTransportability of an Evidence-Based Early Childhood Intervention in a Low-Income African Country: Results of a Cluster Randomized Controlled Studyen_US
dc.typeArticleen_US
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