Abry, T., Hulleman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320–338. https://doi.org/10.1177/1098214014557009
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología Introducción Un marco conceptual para la investigación empírica en psicología. Anales de Psicología, 29(3), 1038–1059. https://doi.org/http://dx.doi.org/10.6018/analesps.29.3.178511
Ballesteros, F., Fernández, P., & Labrador, J. (2013). Img-20161031-Wa0031. Anales de Psicología, 29(1), 94–102. https://doi.org/10.6018/analesps.29.1.139361
Bandalos, D., & Finney, S. (2010). Factor Analysis. Exploratory and confirmatory. In G. Hancock & R. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (First Edit, pp. 93–114). New York, United State: Routledge.
Barber, J. P., Gallop, R., Crits-Christoph, P., Frank, A., Thase, M. E., Weiss, R. D., & Connolly Gibbons, M. B. (2006). The role of therapist adherence, therapist competence, and alliance in predicting outcome of individual drug counseling: Results from the National Institute Drug Abuse Collaborative Cocaine Treatment Study. Psychotherapy Research, 16(2), 229–240. https://doi.org/10.1080/10503300500288951
Baroody, A. E., Rimm-Kaufman, S. E., Larsen, R. a, & Curby, T. W. (2014). The Link Between Responsive Classroom Training and Student-Teacher Relationship Quality in the Fifth Grade : A Study of Fidelity of Implementation. School Psychology Review, 43(1), 69–85.
Breitenstein, S., Deborah Gross, Christine Garvey, Hill, C., Fogg, L., & Resnick, B. (2010). Implementation Fidelity in Community-Based Interventions. Res Nurs Health, 33(2), 164–173. https://doi.org/10.1002/nur.20373.Implementation
Carretero-Dios, H., & Pérez, C. (2007). Normas para el desarrollo y revisión de estudios instrumentales : consideraciones sobre la selección de tests en la investigación psicológica. Journal of Clinical and Health Psychology, 7(3), 863–882.
Carroll, K. M., Nich, C., Sifry, R. L., Nuro, K. F., Frankforter, T. L., Ball, S. A., … Rounsaville, B. J. (2000). A general system for evaluating therapist adherence and competence in psychotherapy research in the addictions. Drug and Alcohol Dependence, 57(3), 225–238. https://doi.org/10.1016/S0376-8716(99)00049-6
Chorpita, B. F., & Daleiden, E. L. (2009). Mapping evidence-based treatments for children and adolescents: application of the distillation and matching model to 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 77(3), 566–79. https://doi.org/10.1037/a0014565
Chorpita, B. F., Daleiden, E. L., & Weisz, J. R. (2005). Identifying and selecting the common elements of evidence based interventions: A distillation and matching model. Mental Health Services Research, 7(1), 5–20. https://doi.org/10.1007/s11020-005-1962-6
Codding, R. S., & Lane, K. L. (2015). A Spotlight on Treatment Intensity: An Important and Often Overlooked Component of Intervention Inquiry. Journal of Behavioral Education, 24(1), 1–10. https://doi.org/10.1007/s10864-014-9210-z
Dane, A. V., & Schneider, B. H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review. https://doi.org/10.1016/S0272-7358(97)00043-3
De la Barra, F., Toledo, V., & Rodríguez, J. (2002). Mental Health Study in Two Cohorts of Schoolchildren from West Santiago: Prevalence and Follow Up of Behavioral and Cognitive Problems. Revista Chilena de Neuro-Psiquiatría, 40, 9–21. Retrieved from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0717-92272002000100002
Dupaul, G. J. (2009). Assessing Integrity of Intervention Implementation : Critical Factors and Future Directions. School Mental Health, 1, 154–157. https://doi.org/10.1007/s12310-009-9016-7
Durlak, J. A. (2015). Studying Program Implementation Is Not Easy but It Is Essential. Prevention Science, 16(8), 1123–1127. https://doi.org/10.1007/s11121-015-0606-3
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Escribano, S., Morales, A., Orgilés, M., & Espada, J. (2015). La influencia de la fidelidad de la implementación en la eficacia de un programa de promoción de la salud sexual con adolescentes. Health and Addictions, 15(2), 103–114.
Forman, S. G., Olin, Æ. S. S., Eaton, K., & Maura, H. Æ. (2009). Evidence-Based Interventions in Schools : Developers ’ Views of Implementation Barriers and Facilitators. School Mental Health, 1, 26–36. https://doi.org/10.1007/s12310-008-9002-5
Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., … Stoiber, K. C. (2013). Implementation Science and School Psychology, 28(2), 77–100. https://doi.org/10.1037/sp)
Gázquez, M., García del Castillo, J., & Ruiz, I. (2011). Importancia de la fidelidad de la implementación en la implementación de programas escolares para prevenir el consumo de drogas. Health and Addictions, 11(1), 51–69.
George, M., Guzmán, J., Guzmán, M. P., Hartley, M., & Squicciarini, A. M. (2008). Manual de Apoyo técnico-metodológico. Talleres preventivos del programa HPV. Santiago de Chile: JUNAEB.
Gresham, F. M. (2009). Evolution of the treatment integrity concept: Current status and future directions. School Psychology Review, 38(4), 533–540.
Guzmán, J., Kessler, R. C., Squicciarini, A. M., George, M., Baer, L., Canenguez, K. M., … Murphy, J. M. (2015). Evidence for the effectiveness of a national school-based mental health program in Chile. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 799–807. https://doi.org/10.1016/j.jaac.2015.07.005
Hulleman, C. S., Rimm-Kaufman, S. E., & Abry, T. (2013). Innovative Methodologies to explore implementation. Whole-parte-whole-construct validity, measurement, and analytical issues for intervention fidelity assessment in educational reserach. In T. Halle, A. Metz, & I. Martinez-Beck (Eds.), Applying implementation science in early childhood programs and systems (pp. 65–94). Baltimore: Paul H. Brookes Publishing.
Humphrey, N. (2013). Social and emotional learning a critical appraisal. London: Sage Publications.
JUNAEB. (2018). Informes finales de implementación. Programa Habilidades para la Vida 2017. Santiago de Chile: JUNAEB, Ministerio de educación.
Kaye, S., & Osteen, P. J. (2011). Developing and validating measures for child welfare agencies to self-monitor fidelity to a child safety intervention. Children and Youth Services Review, 33(11), 2146–2151. https://doi.org/10.1016/j.childyouth.2011.06.020
Kellam, S. G., Mackenzie, A. C. L., Brown, C. H., Poduska, J. M., Wang, W., Petras, H., & Wilcox, H. C. (2011). The good behavior game and the future of prevention and treatment. Addiction Science & Clinical Practice, 6(1), 73–84.
Kutash, K., Cross, B., Madias, A., Duchnowski, A. J., & Green, A. L. (2012). Description of a Fidelity Implementation System: An Example from a Community-Based Children’s Mental Health Program. Journal of Child and Family Studies, 21(6), 1028–1040. https://doi.org/10.1007/s10826-012-9565-5
Kutcher, S., Wei, Y., & Weist, M. (2015). Global school mental health. Considerations and future directions. In School Mental Health. Global Challenge and opportunities (Cambridge, pp. 299–310). Cambridge.
Leiva, L., George, M., Antivilo, A., Simonsohn, A., Antivilo, A., Squicciarini, A. M., … Guzman, J. (2015). Salud mental escolar: Logros de una intervención preventiva en salud mental en niños y niñas del primer ciclo de enseñanza básica. Psicoperspectivas, 14, 31–41. https://doi.org/10.5027
López, C., & George, M. (1997). Salud mental en la escuela. Manual para la prevención, detecicón y manejo de problemas. Santiago de Chile: Ministerio de Salud.
Low, S., Van Ryzin, M. J., Brown, E. C., Smith, B. H., & Haggerty, K. P. (2014). Engagement Matters: Lessons from Assessing Classroom Implementation of Steps to Respect: A Bullying Prevention Program Over a One-year Period. Prevention Science, 15(2), 165–176. https://doi.org/10.1007/s11121-012-0359-1
Lundh, L. G. (2017). Relation and technique in psychotherapy: Two partly overlapping categories. Journal of Psychotherapy Integration, 27(1), 59–78. https://doi.org/10.1037/int0000068
McGinty, A. S., Breit-Smith, A., Fan, X., Justice, L. M., & Kaderavek, J. N. (2011). Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly, 26(3), 255–267. https://doi.org/10.1016/j.ecresq.2011.02.002
Mcleod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2016). Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms. Prevention Science, (October), 1–10. https://doi.org/10.1007/s11121-016-0703-y
Murphy, J. M., Abel, M. R., Hoover, S., Jellinek, M., & Fazel, M. (2017). Scope, Scale, and Dose of the World’s Largest School-Based Mental Health Programs. Harvard Review of Psychiatry, 1. https://doi.org/10.1097/HRP.0000000000000149
OPS-WHO. (2014). Evaluación del sistema de salud mental en Chile. Santiago de Chile: Ministerio de Salud.
Perepletchikova, F., Treat, T. A., & Kazdin, A. E. (2007). Treatment integrity in psychotherapy research: analysis of the studies and examination of the associated factors. Journal of Consulting and Clinical Psychology, 75(6), 829–841. https://doi.org/10.1037/0022-006X.75.6.829
Powell, B. J., Stanick, C. F., Halko, H. M., Dorsey, C. N., Weiner, B. J., Barwick, M. A., … Lewis, C. C. (2017). Toward criteria for pragmatic measurement in implementation research and practice: A stakeholder-driven approach using concept mapping. Implementation Science, 12(1). https://doi.org/10.1186/s13012-017-0649-x
Prosser, G., & Bonilla, N. (2018). Un Balde de plasticina: Fidelidad, Adaptación y Adecuación de un programa a gran escala en salud mental escolar. Universidad de Chile.
Rojas-Andrade, R., & Leiva, L. (2018). Is Implementation Fidelity Important? A Systematic Review on School-Based Mental Health Programs. Contemporary School Psychology. https://doi.org/10.1007/s40688-018-0175-0
Rosenblatt, J. L., & Elias, M. J. (2008). Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition. Journal of Primary Prevention, 29(6), 535–555. https://doi.org/10.1007/s10935-008-0153-9
Salgado, N., & Marques-Pinto, A. (2017). The Role of Participant Responsiveness on a Socio-Emotional Learning Program. Spanish Journal of Psychology, 20, 1–14. https://doi.org/10.1017/sjp.2016.104
Sarno, J., Lyon, A. R., Brandt, N. E., Warner, C. M., Nadeem, E., Spiel, C., & Wagner, M. (2014). Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Mental Health, 6(2), 99–111. https://doi.org/10.1007/s12310-013-9115-3
Schreiber, J. B., Stage, F., King, J., Amaury, N., & Barlow, E. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323–337.
Schulte, A. C., Easton, J. E., & Parker, J. (2009). Advances in Treatment Integrity Research: Multidisciplinary Perspectives on The Conceptualization, Measurement, and Enhancement of Treatment Integrity. School Psychology Review, 38(4), 541–546. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc6&NEWS=N&AN=2010-00081-002
Schultes, M. T., Jöstl, G., Finsterwald, M., Schober, B., & Spiel, C. (2015). Measuring intervention fidelity from different perspectives with multiple methods: The Reflect program as an example. Studies in Educational Evaluation, 47, 102–112. https://doi.org/10.1016/j.stueduc.2015.10.001
Vargas, B., & Peña, F. (2016). Orientaciones técnico metodologícas. Talleres Preventivos Habilidades para la Vida I 2016. Santiago de Chile: JUNAEB.
Vila, J. L. (2001). Tecnología farmacéutica. Vol II:Formas farmacéuticas. Madrid: Sintesis, S.A.
Waltz, J., Addis, M. E., Koerner, K., & Jacobson, N. S. (1993). Testing the integrity of a psychotherapy protocol: assessment of adherence and competence. Journal of Consulting and Clinical Psychology, 61(4), 620–630. https://doi.org/10.1037/0022-006X.61.4.620
Webb, C. A., DeRubeis, R. J., & Barber, J. P. (2010). Therapist Adherence/Competence and Treatment Outcome: A Meta-Analytic Review, 78(2), 200–211. https://doi.org/10.1037/a0018912
Weist, M., Lever, N., Bradshaw, C. P., & Sarno, J. (2014). Handbook of School Mental Health Research, Training, Practice, and Policy (Second Edi). New York, United State: Springer.
Wheeler, J. J., Mayton, M. R., Ton, J., & Reese, J. E. (2012). Evaluating treatment integrity across interventions aimed at social and emotional skill development in learners with emotional and behaviour disorders. Journal of Research in Special Educational Needs, 14(3), 164–169. https://doi.org/10.1111/j.1471-3802.2011.01229.x
Wong, V., Ruble, L. A., McGrew, J. H., & Yu, Y. (2017). An Empirical Study of Multidimensional Fidelity of COMPASS Consultation. School Psychology Quarterly. https://doi.org/10.1037/spq0000217