Implementing Healthy Steps (National Evaluation 1996 Protocol)
This report focuses on Healthy Steps as implemented in the 1996 evaluation. HHS has determined that home visiting is not the primary service delivery strategy and the model does not meet current requirements for MIECHV program implementation.
Model implementation summary last updated: 2015
The information in this implementation report reflects feedback, if provided, from this model’s developer as of the above date. The description of the implementation of the model(s) here may differ from how the model(s) was implemented in the manuscripts reviewed to determine this model’s evidence of effectiveness. Inclusion in the implementation report does not mean the practices described meet the HHS criteria for evidence of effectiveness. Please see the Effectiveness button on the left for more information about any research on the effectiveness of the model, including any version(s) of the model with effectiveness research. Versions of the model that are described in the Adaptations and enhancements section of this implementation report may include (1) versions that were identified by the model’s developer and (2) versions that have been implemented by researchers and have manuscripts that HomVEE rated high or moderate, but that are not supported by the model’s developer.
Training to support implementation
Requirements for program certification
Pre-service staff training
Key personnel from each site participated in three annual HS training institutes in Boston, Massachusetts. The training institutes had four goals:
- Translate new knowledge in child development, parenting, and women’s health into practical clinical strategies for clinicians
- Emphasize the importance of relationships between parent and child, and parent and professional
- Create multidisciplinary teams of pediatric clinicians and HS specialists
- Help participants transform their pediatric practices into HS practices
Training institutes typically included three to five sites, with two physicians, two HS specialists, and an administrator from each site. Training topics included early brain development, breastfeeding, newborn and child development assessment, maternal depression, early learning and reading, family health behaviors, and systems change in pediatric settings. Participants were trained to take advantage of teachable moments, or occasions when the clinician or HS specialist could explain to parents what they observe about a child’s behavior, development, or temperament.
Key personnel who attended the training were expected to orient all staff in their practice to the program.