Category: Child / Adolescent - School-Related Issues
Keywords: School | Implementation | Evidence-Based Practice
Presentation Type: Symposium
Data for this presentation originate from a randomized clinical trial funded by NICHD that seeks to test the effectiveness of two consultation strategies for the implementation of school-wide positive behavioral interventions and supports with mental health supports. We will present data about the differential effects of consultation vs. consultation plus coaching on implementation fidelity and child outcomes in six K-8 urban schools. The evidence-based practice (EBP) was the Coping Power Program (CPP) for externalizing behavior problems.
Study objectives: 1) To test which implementation strategy (consultation; consultation plus coaching) results in higher content and process implementation fidelity of CPP. 2) To determine which of the two implementation strategies resulted in greatest improvement in diagnostic severity level at post-treatment. 3) To identify which fidelity type (content, process) is best at predicting decrease in diagnostic severity level at post-treatment. We expected that consultation plus coaching would result in higher content and process fidelity compared to consultation only. We also hypothesized that consultation plus coaching would result in greater improvement in diagnostic severity level compared with consultation only. Finally, we expected that content fidelity would be a better predictor of decrease in diagnostic severity level than process fidelity.
Implementers were 14 school-based clinicians (86% females) and 119 children (72% males; 54% Latino, 35% African American, 5% non-Latino white, 6% Other) participated in CPP. All implementers had a Masters degree. Seventy-eight percent were school counselors and 22% were teachers.
Consultation and coaching components were informed by adult learning theories and studies assessing the effectiveness of different consultation approaches in community settings. Child group sessions were video recorded to assess content fidelity and process fidelity. Independent coders coded all sessions and inter-rater reliability was obtained for 25% of the sessions. Change in diagnostic severity level was measured via the C-DISC-IV at baseline and post-treatment.
Associate Professor of Clinical Psychology, Psychogist in Department of Psychiatry and Behavioral Health & program director of the Behavioral Health in Urban Schools program
University of Pennsylvania Perelman School of Medicine & Childrens Hospital of Philadelphia
Friday, November 17
8:30 AM – 10:00 AM
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