Practice Elements and Youth Outcomes in a Statewide System

Mueller, Charles W.; Daleiden, Eric L.; Chorpita, Bruce F.; Tolman, Ryan; Higa-McMillan, Charmaine K.

doi:10.1037/e621052009-001

Cited by 4 publications

(6 citation statements)

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“…On the other hand, the alternative method of calculating PDEB-use (i.e., average number of PDEBs used per month) was significant at predicting final average progress rating in the exploratory analyses. These results align with previous research studies which found that average number of PDEBs used per month was significant at predicting either final average progress rating or improvement rates on progress ratings for depressed youth in intensive in-home settings (Love, 2014) and attention deficit/hyperactivity disorder youth across various settings (Mueller et al, 2009). Although PDEB-use was not significant in predicting rate of change in average progress ratings, it did predict final average progress rating, which is also a different indicator of improvement (i.e., how they ended treatment).…”

Section: Pdeb-use and Pmes-use In Tau Settingssupporting

confidence: 90%

“…For example, the PE of exposure is considered a PDEB for the problem area of anxiety given that it is present across 86% of study groups for all empirically supported manualized approaches for that particular problem area. One method of identifying PDEBs in this fashion that has been steadily gaining momentum since 2009 (e.g., Bernstein et al, 2013;Mueller et al, 2009;Southam-Gerow et al, 2013) is through the PracticeWise, LLC Evidence-Based Youth Mental Health Services coding system. PracticeWise, LLC is a private corporation specializing in the analytics and reporting of the youth mental health outcome literature and training for a variety of your EBP approaches.…”

Section: Measuring and Identifying Practice Elements Derived From The Evidence-basementioning

confidence: 99%

“…Similar youth improvement TAU research with PDEBs has been conducted with externalizing youth (e.g., oppositional defiant disorder, conduct disorder, attentiondeficit/hyperactivity disorder). One study within Hawai'i's intensive in-home level of care found that 103 youth with primary attention-deficit/hyperactivity disorder diagnoses had higher rates of improvement if the therapeutic practices they received were PDEB for inattention and hyperactivity as compared to those whose services were not PDEB (Mueller et al, 2009).…”

Section: Previous Tau Research On Therapeutic Practicesmentioning

confidence: 99%

“…The MTPS is a therapist-report form designed to collect ongoing information on a monthly basis regarding service formats, settings, service dates, treatment targets, PEs, client progress ratings, medications and dosage, and discharge information for every client registered within the state of Hawai'i's CAMHD. The MTPS has also demonstrated good stability and validity, and has been used in TAU investigations on therapists' behaviors and improvement rates for youth throughout multiple levels of care (e.g., Love, 2014;Mueller, Daleiden, Chorpita, Tolman, & Higa-McMillan, 2009;Orimoto et al, 2013).…”

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confidence: 99%

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Predicting Youth Improvement in Community-Based Residential Settings with Practices Derived from the Evidence-Base

Izmirian

Chang

Nakamura

2019

Adm Policy Ment Health

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Several of these committee members met with me on multiple occasions to teach me new statistical procedures and ensure that this dissertation was scientifically valid and completed to the best of my abilities. I want to especially thank Dr. Brad Nakamura, my advisor, for his dedication in my development as a scientist. Dr. Nakamura's support, encouragement, and motivation greatly influenced the progress and completion of this dissertation.My sincerest thanks are also given to Hilary Gould, Kaitlin Hill, Priya McLennan, Albert Mah, and Amanda Vincent for their support with edits and consultation. Additionally, I would like to extend my appreciation to the therapists and youth in Hawai'i's Child and Adolescent Mental Health Division, who completed and allowed for the collection of data that comprised my archival analyses. I hope that my analyses will help with large scale quality improvement efforts for Hawai'i's youth mental health system. Lastly, I would like to thank my family and my partner for all of the emotional support that they provided me during this challenging process.

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Section: Pdeb-use and Pmes-use In Tau Settingssupporting

confidence: 90%

Section: Measuring and Identifying Practice Elements Derived From The Evidence-basementioning

confidence: 99%

Section: Previous Tau Research On Therapeutic Practicesmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Predicting Youth Improvement in Community-Based Residential Settings with Practices Derived from the Evidence-Base

Izmirian

Chang

Nakamura

2019

Adm Policy Ment Health

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“…A promising specific effect was demonstrated in a subset of youths with ADHD, with faster average rate of improvement for those whose services included greater therapist-reported delivery of practice elements more consistent with EB treatments for ADHD (e.g., problem-solving, time out; Mueller, Daleiden, Chorpita, Tolman, & Higa-MacMillan, 2009). …”

mentioning

confidence: 98%

Searching for Elements of Evidence-Based Practices in Children's Usual Care and Examining Their Impact

Garland

Accurso

Haine‐Schlagel

et al. 2014

Journal of Clinical Child & Adolescent Psychology

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Objective Most of the knowledge generated to bridge the research - practice gap has been derived from experimental studies implementing specific treatment models. Alternatively, this study uses observational methods to generate knowledge about community-based treatment processes and outcomes. Aims are to (1) describe outcome trajectories for children with disruptive behavior problems (DBPs), and (2) test how observed delivery of a benchmark set of practice elements common in evidence-based (EB) treatments may be associated with outcome change, while accounting for potential confounding variables. Method Participants included 190 children ages 4–13 with DBPs and their caregivers, plus 85 psychotherapists, recruited from six clinics. All treatment sessions were video-taped and a random sample of four sessions in the first four months of treatment was reliably coded for intensity on 27 practice elements (benchmark set and others). Three outcomes (child symptom severity, parent discipline, and family functioning) were assessed by parent report at intake, four, and eight months. Data were collected on several potential covariates including child, parent, therapist, and service use characteristics. Multi-level modeling was used to assess relationships between observed practice and outcome slopes, while accounting for covariates. Results Children and families demonstrated improvements in all three outcomes, but few significant associations between treatment processes and outcome change were identified. Families receiving greater intensity on the benchmark practice elements did demonstrate greater improvement in the parental discipline outcome. Conclusion Observed changes in outcomes for families in community care were generally not strongly associated with the type or amount of treatment received.

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Pursuing an evidence-based culture through contextualized feedback: Aligning youth outcomes and practices.

Higa-McMillan

Powell

Daleiden

et al. 2011

Professional Psychology: Research and Practice

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How can contextualized feedback on therapy practices and youth outcomes promote an evidence-based culture for adolescent mental health? Relative to other quality improvement tools, feedback and progress monitoring systems are generally underutilized. This article describes a feedback system collaboratively developed by the Hawaiʻi Department of Health Child and Adolescent Mental Health Division and private agency staff contracted to provide mental health services to youth. Feedback reports allow providers to monitor progress of their youth clients, compare their progress with youth receiving similar services, examine the extent they are using practices derived from evidence-based protocols, and compare these practice profiles to what other youth are receiving. Providers gather to discuss reports, share success stories, and offer suggestions to improve practices and outcomes based on data from the reports. The provider feedback system in Hawaiʻi has emphasized youth outcomes and has promoted an “evidence-based culture.” This article encourages direct providers and supervisors to consider how such a system might fit in their current practice and whether contextualized feedback might be one way to enhance services and outcomes for youth with mental health needs.

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Practice Elements and Youth Outcomes in a Statewide System

Cited by 4 publications

References 0 publications

Predicting Youth Improvement in Community-Based Residential Settings with Practices Derived from the Evidence-Base

Predicting Youth Improvement in Community-Based Residential Settings with Practices Derived from the Evidence-Base

Searching for Elements of Evidence-Based Practices in Children's Usual Care and Examining Their Impact

Pursuing an evidence-based culture through contextualized feedback: Aligning youth outcomes and practices.

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