Comparing Client Outcomes for Two Evidence-Based Treatment Consultation Strategies

Funderburk, Beverly W.; Chaffin, Mark; Bard, Elizabeth; Shanley, Jenelle R.; Bard, David; Berliner, Lucy

doi:10.1080/15374416.2014.910790

Cited by 45 publications

(41 citation statements)

References 29 publications

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“… 119 A more recent study found that live video coaching resulted in small but meaningful improvements in client outcomes compared with traditional phone consultation. 120 …”

Section: Methodsmentioning

confidence: 99%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

100

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Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006–2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher–child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.

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“… 119 A more recent study found that live video coaching resulted in small but meaningful improvements in client outcomes compared with traditional phone consultation. 120 …”

Section: Methodsmentioning

confidence: 99%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

100

View full text Add to dashboard Cite

show abstract

“…This observation also supports another core tactic of the ICT strategy, the effectiveness of ongoing coaching during the immediate post-training months. Ongoing in vivo coaching has been demonstrated to offer advantages over alternative post-training quality control and competency development strategies in randomized trials with both the SafeCare curriculum and others types of behavioral services (Chaffin et al 2012a; Funderburk et al 2014). Drift occurs easily in EBT implementations.…”

Section: Discussionmentioning

confidence: 99%

EBT Fidelity Trajectories Across Training Cohorts Using the Interagency Collaborative Team Strategy

Chaffin

Hecht

Aarons

et al. 2015

Adm Policy Ment Health

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The Interdisciplinary Collaborative Team (ICT) strategy uses front-line providers as adaptation, training and quality control agents for multi-agency EBT implementation. This study tests whether an ICT transmits fidelity to subsequent provider cohorts. SafeCare was implemented by home visitors from multiple community-based agencies contracting with child welfare. Client-reported fidelity trajectories for 5,769 visits, 957 clients and 45 providers were compared using three-level growth models. Provider cohorts trained and live-coached by the ICT attained benchmark fidelity after 12 weeks, and this was sustained. Hispanic clients reported high cultural competency, supporting a cultural adaptation crafted by the ICT.

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“…Coaching uses a CBT training expert to attend in person to observe group sessions led by the SPs, provide live feedback [66, 67], and model the use of core CBT elements to improve SP competence [65, 68–72]. All SPs from schools randomized to coaching in phase 1 will receive weekly visits from a CBT coach for a minimum of 12 weeks, which will occur in the context of the SPs weekly CBT group.…”

Section: Methodsmentioning

confidence: 99%

Adaptive School-based Implementation of CBT (ASIC): clustered-SMART for building an optimized adaptive implementation intervention to improve uptake of mental health interventions in schools

et al. 2018

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BackgroundDepressive and anxiety disorders affect 20–30% of school-age youth, most of whom do not receive adequate services, contributing to poor developmental and academic outcomes. Evidence-based practices (EBPs) such as cognitive behavioral therapy (CBT) can improve outcomes, but numerous barriers limit access among affected youth. Many youth try to access mental health services in schools, but school professionals (SPs: counselors, psychologists, social workers) are rarely trained adequately in CBT methods. Further, SPs face organizational barriers to providing CBT, such as lack of administrative support. Three promising implementation strategies to address barriers to school-based CBT delivery include (1) Replicating Effective Programs (REP), which deploys customized CBT packaging, didactic training in CBT, and technical assistance; (2) coaching, which extends training via live supervision to improve SP competence in CBT delivery; and (3) facilitation, which employs an organizational expert who mentors SPs in strategic thinking to promote self-efficacy in garnering administrative support. REP is a relatively low-intensity/low-cost strategy, whereas coaching and facilitation require additional resources. However, not all schools will require all three strategies. The primary aim of this study is to compare the effectiveness of a school-level adaptive implementation intervention involving REP, coaching, and facilitation versus REP alone on the frequency of CBT delivered to students by SPs and student mental health outcomes. Secondary and exploratory aims examine cost-effectiveness, moderators, and mechanisms of implementation strategies.MethodsUsing a clustered, sequential multiple-assignment, randomized trial (SMART) design, ≥ 200 SPs from 100 schools across Michigan will be randomized initially to receive REP vs. REP+coaching. After 8 weeks, schools that do not meet a pre-specified implementation benchmark are re-randomized to continue with the initial strategy or to augment with facilitation.DiscussionEBPs need to be implemented successfully and efficiently in settings where individuals are most likely to seek care in order to gain large-scale impact on public health. Adaptive implementation interventions hold the promise of providing cost-effective implementation support. This is the first study to test an adaptive implementation of CBT for school-age youth, at a statewide level, delivered by school staff, taking an EBP to large populations with limited mental health care access.Trial registrationNCT03541317—Registered on 29 May 2018 on ClinicalTrials.gov PRSElectronic supplementary materialThe online version of this article (10.1186/s13012-018-0808-8) contains supplementary material, which is available to authorized users.

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Comparing Client Outcomes for Two Evidence-Based Treatment Consultation Strategies

Cited by 45 publications

References 29 publications

Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives

EBT Fidelity Trajectories Across Training Cohorts Using the Interagency Collaborative Team Strategy

Adaptive School-based Implementation of CBT (ASIC): clustered-SMART for building an optimized adaptive implementation intervention to improve uptake of mental health interventions in schools

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Comparing Client Outcomes for Two Evidence-Based Treatment Consultation Strategies

Cited by 45 publications

References 29 publications

Parent&ndash;Child Interaction Therapy: current perspectives

Parent&ndash;Child Interaction Therapy: current perspectives

EBT Fidelity Trajectories Across Training Cohorts Using the Interagency Collaborative Team Strategy

Adaptive School-based Implementation of CBT (ASIC): clustered-SMART for building an optimized adaptive implementation intervention to improve uptake of mental health interventions in schools

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Product

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Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives