Co‐creating a school‐based Facing Your Fears anxiety treatment for children with autism spectrum disorder: A model for school psychology

Abstract

Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., FYF), in schools. Five participants (three educators and two parents) offered their perspectives on program strengths, barriers to implementation, and adaptations for the school setting. Qualitative data were collected through focus group discussions and analyzed using thematic analysis techniques. The participants provided valuable information about program structure and considerations for implementation in schools. Results indicated that participants found the proposed modified FYF to be acceptable and feasible and recommended pilot testing the intervention. Specific recommendations for adaptations are discussed. This study offers a model for researchers to collaborate with key stakeholders in adapting interventions for use in schools, thereby, bridging the gap between research and practice.

Considering efficacy and effectiveness trials of cognitive behavioral therapy among youth with autism: A systematic review

“…The field of implementation science has evolved to help bridge this gap and to better understand the barriers and facilitators that exist in translating evidence-based innovations into practice such that successful efficacy trials do become eventual successful effectiveness trials where interventions are delivered with fidelity in an economical and sustainable way in the community worldwide (Wood, McLeod, et al, 2015). In our review, about half of the efficacy studies identified (Ehrenreich-May et al, 2014; Fujii et al, 2013; Reaven et al, 2012b; Storch et al, 2013; Vause et al, 2017; Weiss et al, 2015; White et al, 2013; Wood et al, 2009; Wood, Ehrenreich-May, et al, 2015) went on to become eventual effectiveness studies (Ames & Weiss, 2013; Beidas et al, 2010; Floor & Lane, 2018; Guertin et al, 2019; Ireri et al, 2019; Kester & Lucyshyn, 2019; Wise et al, 2019; Wood et al, 2014). These studies occurred using a number of different CBT programs (e.g.…”

Modified School-Based Facing Your Fears for Students with Autism Spectrum Disorder and Anxiety: A Preliminary Quasi-Experimental and Qualitative Analysis

“…Based on the results of a previous iKT study 19 this study employed multiple research methods (i.e., quasi-experimental group design, time-series design, qualitative semi-structured interviews and focus groups) to examine the effectiveness and social validity of educators implementing a modified school-based FYF intervention in schools. Consistent with dissemination research in the child mental health field, treatment outcomes were not as robust as findings reported in efficacy studies conducted in more controlled research settings.…”

“…17 Defined as a collaborative approach to research, integrated knowledge translation (iKT) involves a reciprocal exchange between researchers and knowledge users in the development and implementation of science-based interventions. 18 Based on the results of a preliminary iKT study 19 in which focus groups comprised of key stakeholders were employed to develop a modified school-based Facing Your Fears (FYF) program, this study examined the effectiveness of the co-created school-based FYF intervention delivered by educators in schools. As a continuation of the iKT approach to dissemination and implementation research, a mixed methods research approach was employed to address three…”

“…Prior to the current study, the school-based version of the FYF program was developed in collaboration with a small group of key stakeholders using an iKT framework. 19 While maintaining the core objectives, concepts and strategies of the clinic-based FYF program, 27 several modifications were incorporated to reflect the school setting. Modifications similar to those made by Drmic et al 7 included: (a) dividing students and parents into two groups; (b) spending more time distinguishing between "real fears" and "false alarms"; and (c) reducing the number of sessions.…”

“…As described above, a preliminary iKT study was conducted prior to the mixed methods study. 19 In this preliminary study, focus groups were conducted to understand knowledge users' perspectives on the strengths and barriers of the Facing Your Fears (FYF) program, as well as practical considerations for implementation in a school setting. The insights provided by knowledge users then informed the design of the modified FYF intervention, whose effectiveness and social validity were examined in this study.…”