Building an evidence-base for the training of evidence-based treatments in community settings: Use of an expert-informed approach

Abstract

In order to make EBTs available to a large number of children and families, developers and expert therapists have used their experience and expertise to train community-based therapists in EBTs. Understanding current training practices of treatment experts may be one method for establishing best practices for training community-based therapists prior to comprehensive empirical examinations of training practices. A qualitative study was conducted using surveys and phone interviews to identify the specific procedures used by treatment experts to train and implement an evidence-based treatment in community settings. Twenty-three doctoral-level, clinical psychologists were identified to participate because of their expertise in conducting and training Parent-Child Interaction Therapy. Semi-structured qualitative interviews were completed by phone, later transcribed verbatim, and analyzed using thematic coding. The de-identified data were coded by two independent qualitative data researchers and then compared for consistency of interpretation. The themes that emerged following the final coding were used to construct a training protocol to be empirically tested. The goal of this paper is to not only understand the current state of training practices for training therapists in a particular EBT, Parent-Child Interaction Therapy, but to illustrate the use of expert opinion as the best available evidence in preparation for empirical evaluation.

Parent–Child Interaction Therapy: current perspectives

“… 124 More recently, researchers have interviewed 23 doctoral-level PCIT experts to understand their perspectives on critical components to PCIT training. 125 There was consensus among experts regarding the importance of pre-training preparation and trainee selection. A multiday workshop with role-plays and video reviews was most commonly described as the ideal training format.…”

“…In contrast, there was greater variability in responses regarding the process of the workshops, the use of case reviews, the method of teaching the time-out procedure, and the use of consultation/follow-up. 125 Current research is building on these earlier studies in an RCT comparing three different training approaches within a state-wide implementation trial of PCIT. 118 …”

A mixed-methods study of system-level sustainability of evidence-based practices in 12 large-scale implementation initiatives

“…PCIT is a well-established EBP for young children with externalising behavioural disorders [ 18 ] and families with a history of physical abuse [ 19 ]. Over the last three decades, PCIT experts have trained clinicians working in community-based settings [ 20 , 21 ], including multiple large-scale initiatives. Using a mixed-methods approach, we examined the extent to which current definitions of sustainability reflect the experiences of those involved in large-scale initiatives in order to build on existing conceptualisations.…”

Protocol for a statewide randomized controlled trial to compare three training models for implementing an evidence-based treatment

“…No trials were found that included a comparison of these training conditions, and few studies [ 94 ] have directly compared active training conditions. In order to implement each training condition, great strides were taken to study and operationalize each training protocol (e.g., [ 95 ]. This study will explore outcomes at several levels (i.e., administrators, supervisors, clinicians, and families) and across training conditions (i.e., Learning Collaborative (LC), Cascading Model (CM), and Distance Education (DE)).…”