Table 2.

Examples of evaluation and theoretical frameworks that have been used in participatory research

Framework	Brief description	Potential Complement with CBPR
Evaluation Frameworks
PRECEDE-PROCEED: Predisposing, Reinforcing & Enabling Constructs in Educational Diagnosis & Evaluation-Policy, Regulatory, & Organizational Constructs in Educational & Environmental Development (Green, 1974; Gielen et al., 2008; Freire & Runyan, 2006)	Framework for assessing community needs for planning & evaluating a health promotion program.	Can help identify community knowledge, capacity, & readiness around an intervention.
RE-AIM: Reach, Effectiveness, Adoption, Implementation, Maintenance (Glasgow, Vogt, & Boles, 1999)	Framework for planning, evaluating, & reporting feasibility & public health impact of interventions.	Can facilitate transparent communication & reporting of stakeholders’ priorities, roles, & responsibilities.
Theoretical Frameworks
HSU: Health Services Utilization (Aday & Andersen, 1974; Andersen & Newman, 1973; Andersen, 1995)	A conceptual model for understanding the factors that contribute to healthcare use. Healthcare use is determined by the interaction between individual & contextual predisposing factors enabling factors & need.	CBPR partners can be engaged to determine the HSU factors under study.
SEM: Socio-Ecological Model (Bronfenbrenner, 1989; McLeroy et al., 1988)	A model to understand the multiple factors that influence health. Influence is at the individual, interpersonal, community, institutional, & societal levels.	The SEM integrates community engagement / stakeholder representation from multiple levels.