Core Components

An evidence-based program's Core Components are the essential functions, principles, and associated elements and intervention activities deemed necessary to produce desired outcomes.  The core components are the features that define an effective program.

Decision makers including grant makers, policy makers, and agency or school directors interested in understanding which program or practice elements are essential, and which can be modified without jeopardizing outcomes or sustainability, will want to familiarize themselves with Too Good’s Core Components. 

Clear identification of a program’s core components can guide these decision makers, with developer assistance, to make “functional adaptations,” for example, to meet an RTI/PBIS alignment and avoid “drastic mutations” like making a 10-week program a single event presentation or rally.

Too Good Core Components consist of 4 elements:

Elements 2-4 are those that operationalize, make active, or bring to life the first element: Theory-Based and Empirically Derived Principles. 

1. Theory-Based and Empirically Derived Principles

    This element describes the principles and fact-based framework that are woven into and drive the program. Too Good's theoretical and empirical base includes:

    • Social Learning Theory (Bandura)               
    • Social Development Model (Hawkins et. al)
    • Problem Behavior Theory (Jessor)              
    • 40 Developmental Assets (Search Institute)
    • Application of Evidence-based Strategies
    • Risk Factor and Protective Factor Aims
    • Social Emotional Competency Development
    2. Contextual Factors

      This element refers to the characteristics of the environment that are related to the effectiveness of a program. Too Good's Contextual Factors include:

      • Academic-type setting                                 
      • Trained Facilitators                      
      • Universal, General Education population               
      • Children and adolescents grades K-12
      • Average classroom teacher/student ratio
      3. Structural Elements

        This element refers to the architectural design of the program necessary for consistent facilitator use. Too Good's Structural Elements include:

        • Scripted lesson design
        • Prescribed pacing
        • Student workbook for individual participation and commitment
        • Activity Materials (games, visual displays, etc.)
        • Defined frequency of lesson delivery
        • Lessons and activities delivered in the order presented in the manual
        4. Specific Intervention Practices

          This element refers to the evidence-based strategies used to deliver activities, teaching styles, content subjects, etc., to affect behavior change. Too Good's Intervention Practices include:

          • Interactive social learning activities including games, skits, songs, and role play
          • Higher order thinking activity design and objectives
          • Strength-based approach (SEL skill development)
          • Pro-social teaching style
          • Positive reinforcement and encouragement strategies
          • Support activities for family, community, and peer group involvement.
          • Support activities for cross-curricular infusion.
          • Substance use prevention education
          • Violence prevention education
          • Character education

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           Adaptations Protocol