What does CBAM stand for?

Case in point: the article in this issue by Poynton, Schumacher, and Wilczenski that describes a study in which a theoretical model of organizational change titled the Concerns-Based Adoption Model was used to better understand the experiences of Massachusetts school counselors in adopting a comprehensive school counseling program model.

Hall, Wallace and Dossett (1973) developed the Concerns-Based Adoption Model (CBAM) to measure concerns as individuals' progress through the adoption of an innovation.

1973) characterized the process known as the Concerns-Based Adoption Model (CBAM)(Alfieri, 1998).

Both studies used a Concerns-Based Adoption Model (CBAM) approach to frame data collection and analysis.

The Concerns-Based Adoption Model served as a framework to understand how school counselors perceive the Massachusetts Model's impact on their professional roles, and how those perceptions indicate varying levels of adoption of the model.

The Concerns-Based Adoption Model In an effort to understand change processes that occur in educational settings as a result of implementing innovations, several change models have been adopted, such as Roger's adoption model (Rogers, 1995), the Technology Acceptance Model (Davis, 1989), the Stockdill and Morehouse Model (Stockdill & Morehouse, 1992), and the Instructional Transformation Model (Marcinkiewicz, 1994).

The Concerns-Based Adoption Model (CBAM) acknowledges that the implementation of a new skill or program is both individual and developmental (Hord, Rutherford, Huling-Austin, & Hall, 1987).