Evaluation of a Remote Training Strategy

Summary

An increasing number of schools in rural settings are employing the multi-tier positive behavioral interventions and supports (PBIS) framework to improve school-climate. PBIS can also be used as a framework for the adoption and integration of evidence-based practices (EBPs) for children's mental health concerns. A key challenge is that school personnel need technical assistance (training plus ongoing consultation) in order to implement EBPs with fidelity. In urban and suburban schools, this support can be provided to school staff on site. However, providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, video technology has been recommended for the training of behavioral health staff (BHS) in under-served rural communities.

Conditions

• Behavior Disorders

Interventions

BEHAVIORAL

Coping Power Program (CPP)

CPP is an evidence-based intervention designed for students with externalizing behavior disorder. CPP consists of twelve 45-minute sessions. This EBP has been found to be effective at reducing aggressive behavior, covert delinquent behavior and substance abuse among aggressive boys, with gains maintained at one-year follow-up. Growth curve analyses showed that CPP had linear effects for three years after intervention on reductions in aggressive behavior and academic behavior problems.

BEHAVIORAL

CBT for Anxiety Treatment in Schools (CATS)

CATS is an adaptation of Friends for Life (FRIENDS). The adapted protocol retains the core elements of evidence-based CBT for anxiety and the FRIENDS group format. Investigators implemented planned adaptations to the protocol based on collective experience. Changes were made to the language, cultural methods, number of sessions, and activities while maintaining the 5 essential components of the treatment. This resulted in a briefer (8-session) and more feasible, engaging and culturally appropriate protocol for urban under-resourced schools than the original FRIENDS.

BEHAVIORAL

Check-in/Check-out (CI/CO)

CI/CO is a targeted, Tier 2 intervention for students at risk of developing externalizing and internalizing mental health disorders. CI/CO is designed to provide immediate feedback (i.e., at the end of each class period) to students, based on the use of a daily report card. This feedback is developmentally sensitive. CI/CO implementers meet individually with students for a brief 'check-in' in the morning and a brief 'check-out' in the afternoon. Research on the use of CI/CO has shown it to be effective in reducing externalizing and internalizing problems with elementary school students. CI/CO will be offered to individual students for a three-month period of time, which is the same time-frame needed for the implementation of CPP.

BEHAVIORAL

Initial Training (CC)

School personnel will participate in an initial live remote training.

BEHAVIORAL

Initial Training plus Video (RV)

School personnel will participate in an initial live remote training and receive access to asynchronous video training modules.

BEHAVIORAL

Initial Training plus Video plus Coaching (RV+)

School personnel will participate in an initial live remote training, receive access to asynchronous video training modules, and receive coaching support from study staff.

Sponsors & Collaborators

• Devereux Center for Effective Schools

  collaborator UNKNOWN

• Agency for Healthcare Research and Quality (AHRQ)

  collaborator FED

• Children's Hospital of Philadelphia

  lead OTHER

Principal Investigators

• Ricardo B Eiraldi, PhD · Children's Hospital of Philadelphia

Study Design

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

NONE

Model

PARALLEL

Eligibility

Min Age

8 Years

Max Age

99 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2022-09-20

Primary Completion

2025-06-13

Completion

2025-06-13

Countries

• United States

Study Locations