However, this initial, rather one-sided discourse—which perhaps can be labeled “blame the practitioner”—was found to be too simplistic. Attention turned to the researcher, the dissemination process, and, finally, the research itself. For example, it was noted that most prevention research is focused not on interventions but on rates of behaviors of interest or correlates or antecedents of the behavior. It was also pointed out that much of the research identifying effective programs or initiatives had not been replicated [9]. Thus, a prevention program or approach, declared to be effective, might have only been subjected to one test—and that test was likely to have been in a highly controlled setting—making generalizability to other settings and nonresearch contexts unknown. Moreover, when researchers evaluated programs they had developed—and then tested as part of a trial—they were much more likely to find evidence of effectiveness than when a neutral third party conducted the evaluation [10]. And replications of interventions that had been found to be effective in controlled “efficacy” trials often showed no effects in “effectiveness” trials in “real world” settings [11]. Finally, a
