I-Guide FAQs
- 1. Who is the target audience of the MPG I-Guides?
- The I-Guides target policymakers, practitioners, and any other stakeholders in the juvenile justice and related fields interested in implementing programs and practices that will help to address a specific problem.
- 2. What is the pre-implementation stage?
- The I-Guides focus on the pre-implementation stage, or the steps and decisions that should be made before a program or practice actually begins.
- 3. How were the categories and components of the I-Guides selected?
- To develop the I-Guides, a systematic search was conducted of implementation science research to get an understanding of what is already known about the implementation process, especially in juvenile justice. The search also looked for implementation guides and models created by other government agencies and research organizations. Ultimately, the research and other implementation models were influential in the development of the I-Guides framework. In addition, practitioners, researchers, policymakers, and program developers who had successfully implemented programs or were involved in the implementation process were interviewed (one-on-one or in focus groups) to learn about real-world implementation experiences of the target audience and determine the needs of those in the field. The 10 components were developed based on the common themes that emerged from the experiences and insights shared during the interviews and focus groups, in addition to the information found in the implementation research. The three categories were designed to organize the 10 components without suggesting a specific order to the process. This allows the I-Guides to be used by anyone at any point in the pre-implementation stage. The report, “Background and User Perspectives on Implementing Evidence-Based Programs,” provides more information about the interviews and focus groups. It also contains a detailed description of the findings.
- 4. Why do the I-Guides take a problem-oriented approach?
- The I-Guides focus on specific problems and discuss ways in which evidence-based programs or practices can be implemented to address these problems. This approach is based on experiences shared during interviews and focus groups conducted during the development of the I-Guides framework (discussed above). Several interviewees said that their jurisdictions faced specific problems that required implementing a new program or policy. Taking a problem-oriented approach allows users to come to the I-Guides with a specific problem in mind (such as school-based bullying), rather than a specific solution (such as implementing bullying prevention programs).
- 5. The research used to development the I-Guides is categorized into four levels of evidence. What do these levels mean, and how are they determined?
- The I-Guides were designed to be based on research that meets a minimum standard of evidence. This ensures that there can be confidence placed in the information provided to users. The levels of evidence are not meant to convey the importance of any particular recommended step in the pre-implementation process (that is, a step with four stars is not more important than a step with three or two stars). Rather, more confidence can be placed in recommendations with a higher level of evidence, because they come from rigorous evaluations of programs that were found to have a positive impact on young people.
The levels of evidence are determined based on the rigor of the research that was used to develop a specific recommendation. The levels are:
Compelling Evidence:
The evidence is based on evaluations featured on the MPG. Recommendations and information are based on evidence from program evaluations reviewed and rated for the MPG (programs rated either “effective,” “promising,” or “no effects”).
Reasonable Evidence:
Evidence based on evaluations not featured on the MPG. Recommendations and information are based on program evaluations that meet the minimum standards to be reviewed for the MPG.1 However, the program evaluations either 1) were reviewed but rejected from the MPG (studies rated “insufficient evidence”) or 2) have not yet been through the full review process.
Minimum Related Evidence:
The evidence is based on research related to topics on the MPG. Recommendations and information are based on research that does not meet the minimum standards to be reviewed for the MPG. This research includes case studies, non-evaluative government reports, process evaluations, systematic reviews, and correlational research. The research is related to topic areas included on the MPG (e.g., delinquency prevention, children exposed to violence, schools) and comes from credible sources (e.g., peer-reviewed journals, research organizations, universities, and government agencies).
Minimum Evidence:
The evidence is based on research not related to topics on the MPG. Recommendations and information are based on research that does not meet the minimum standards to be reviewed for the MPG. This research includes case studies, non-evaluative government reports, process evaluations, systematic reviews, and correlational research. And, the research is related to topic areas not included on the MPG and comes from credible sources (e.g., peer-reviewed journals, research organizations, universities, and government agencies).
- 6. How can I use other information available on the MPG in the implementation process?
- The MPG provides a variety of other resources for users. a. The program database contains information about hundreds of evidence-based juvenile justice and youth prevention, intervention, and reentry programs. The I-Guides include numerous examples of specific programs included in the MPG database. Users may want to consider selecting an evidence-based program from the database to implement. b. There are over 45 literature reviews that cover a variety of topics related to youth and juvenile justice. They provide thorough and detailed information about justice-related problems and program types to address those problems, which can further enhance the information from the I-Guides. c. The list of publications and related links featured on the MPG are updated regularly and contain additional outside resources that may provide users with helpful information.
- 7. How do I cite the MPG I-Guides in my materials?
- The MPG recommends the following citation format for program/practice profiles and summaries: Development Services Group, Inc. [Year specific I-Guide was posted]. MPG I-Guides: [name of specific I-Guide]. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. URL. For example: Development Services Group, Inc. 2016. MPG I-Guides: School-Based Bullying. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. URL Note that program materials, including Web sites, may state that a program or practice has been reviewed and posted on the MPG. However, the posting of a program summary on the MPG does not constitute an endorsement, promotion, or approval of the intervention by MPG or OJJDP. Please refer to How to Use Model Programs Guide for additional information.
