Table 3.

Results of 21 implementation strategies in Survey 2

#	Strategy	Importance			Feasibility			Go-zone
		N	M	SD	N	M	SD
1	Assess for readiness and identify barriers and facilitators	49	4.10	0.68	49	3.55	0.89	1
2	Identify and prepare champions	43	4.16	0.84	43	3.72	0.77	1
3	Develop a usable implementation plan	48	4.48	0.80	48	3.54	0.90	1
6	Offer a provider-informed menu of free, brief measures	48	4.40	0.79	48	4.06	1.02	1
7	Develop and provide access to training materials	48	4.38	0.84	48	3.85	0.92	1
21	Make implementation easier by removing burdensome documentation tasks	46	4.28	0.94	46	3.37	1.18	1
8	Make training dynamic	45	3.82	0.98	45	3.69	0.97	2
11	Use train the trainer strategies	44	3.61	1.13	44	3.39	1.04	2
12	Identify early adopters	39	3.67	0.87	39	3.56	0.91	2
15	Provide practice-specific supervision	40	3.98	1.00	40	3.40	1.11	2
4	Alter and provide individual- and system-level incentives	38	3.71	0.98	38	2.95	0.87	3
10	Support workflow adjustments	40	3.93	0.83	40	2.55	0.85	3
13	Facilitation	37	3.62	1.06	37	2.92	0.86	3
17	Involve students, family members, and other staff	42	4.05	0.91	42	2.98	1.09	3
18	Create a professional learning collaborative	44	3.64	0.97	44	3.18	1.06	3
5	Develop local policy that supports implementation	42	4.10	0.93	42	3.02	1.00	4
9	Conduct ongoing traininga	43	4.07	0.83	43	3.30	0.91	4
14	Provide ongoing clinical consultation/coachinga	44	4.43	0.73	44	3.14	0.98	4
16	Monitor implementation progress and provide feedbacka	44	4.30	0.70	44	3.30	0.95	4
19	Monitor fidelity to MBC core componentsa	42	4.24	0.69	42	3.31	0.81	4
20	Promote adaptabilitya	40	4.15	0.98	40	3.23	0.80	4

^aThese strategies were less than 0.50 of the mean cutoffs for feasibility, yet above the mean cutoff for importance