Roles of the State Asthma Program in Implementing Multicomponent, School-Based Asthma Interventions

ArticleinJournal of School Health 83(12):833-841 · December 2013with17 Reads
DOI: 10.1111/josh.12101 · Source: PubMed
Abstract
Asthma is a leading chronic childhood disease in the United States and a major contributor to school absenteeism. Evidence suggests that multicomponent, school-based asthma interventions are a strategic way to address asthma among school-aged children. The Centers for Disease Control and Prevention (CDC) encourages the 36 health departments (34 states, District of Columbia, and Puerto Rico) in the National Asthma Control Program (NACP) to implement multicomponent, school-based asthma interventions on a larger scale. To gain a better understanding of replicable best practices for state-coordinated asthma interventions in schools, an NACP evaluation team conducted evaluability assessments of promising interventions run by state asthma programs in Louisiana, Indiana, and Utah. The team found that state asthma programs play a critical role in implementing school-based asthma interventions due to their ability to (1) use statewide surveillance data to identify asthma trends and address disparities; (2) facilitate connections between schools, school systems, and school-related community stakeholders; (3) form state-level connections; (4) translate policies into action; (5) provide resources and public health practice information to schools and school systems; (6) monitor and evaluate implementation. This article presents evaluability assessment findings and illustrates state roles using examples from the 3 participating state asthma programs.
    • "Other studies also pointed towards the school being a good site for teaching asthma self-management techniques among children for several reasons, including the familiar environment for learning that it provides for children, and the potential for identification of large numbers of children with asthma at a single location636465. Some individual studies and government action plans also included logic models showing how increased education aimed at improving self-management skills was expected to lead to improvements in asthma outcomes (for example [66, 67, 68]). This evidence was synthesised and was found to be particularly useful in helping to identify some of the intervention processes taking place that could lead to better asthma outcomes, although these were of varying relevance to our specific situation of interest in terms of school-based asthma interventions , as well as being very heavily shaped by local context. "
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