The purpose of the study is to examine the implementation outcomes (i.e., feasibility, appropriateness, acceptability, and fidelity) of MBC in school-based mental health treatment services. The investigators plan to observe the effectiveness of MBC on student engagement and treatment outcomes as a secondary goal. This pilot implementation-effectiveness trial is designed to inform a future, large-scale trial with more participants.
A clustered, multiple-baseline design will be used to examine the impact of implementation support on clinicians' fidelity, use and ratings of MBC appropriateness, acceptability and fidelity. Approximately 50 school-based mental health (SMH) clinicians will be recruited to participate from up to three school districts. All clinicians will receive the same implementation supports; there is no random assignment to condition. Following an initial control period of at least 1 month, school districts will start receiving implementation supports. During the initial control period, baseline MBC use, attitudes, acceptability, feasibility and appropriateness (per clinician self-report) will be collected, as well as needs assessment data from clinician surveys to inform necessary adjustments to the implementation supports. Baseline engagement and student outcomes will be collected after initial clinician training session. MBC implementation outcomes (i.e., MBC use, attitudes, acceptability, appropriateness, and feasibility), engagement and student outcomes will be collected at 3-month and 6-month follow-up during intervention supports, plus a 9-month follow-up interval. This allows clinicians in the two school districts to be compared to each other and to their own baseline. The primary comparison is pre-post ratings of implementation outcomes for all N=50 clinicians. The secondary comparisons are pre-post ratings of engagement and student outcomes, and between-agency differences.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
HEALTH_SERVICES_RESEARCH
Masking
NONE
Enrollment
92
Clinicians will receive a 3-hour interactive MBC training followed by six months of post-training consultation. Training and consultation will include how to collect, score, and use student- and parent-reported progress measures with students and families to inform collaborative progress monitoring and treatment decisions.
Stamford Public Schools
Stamford, Connecticut, United States
West Haven Public Schools
West Haven, Connecticut, United States
Change in Clinician Acceptability of MBC
Change in clinician-reported Acceptability of Intervention Measure (e.g., a score of 5 = completely agree and is most favorable; possible scores range from 1-5)
Time frame: Baseline, 3-month follow up, 6-month follow up, 9-month follow up
Change in Clinician Appropriateness of MBC
Change in clinician-reported Intervention Appropriateness Measure (e.g., a score of 5 = completely agree and is most favorable; possible scores range from 1-5)
Time frame: Baseline, 3-month follow up, 6-month follow up, 9-month follow up
Change in Clinician Feasibility of MBC
Change in clinician-reported Feasibility of Intervention Measure (e.g., a score of 5 = completely agree and is most favorable; possible scores range from 1-5)
Time frame: Baseline, post training, 3-month follow up, 6-month follow up, 9-month follow up
Change in Clinician Fidelity to MBC
Monthly fidelity monitoring of ORS measures entered in the online system as evidence of administration with student or parent respondents. A count of participants meeting the established fidelity threshold of 2 or more ORS measures will be calculated each month. Possible scores range from 0-100%.
Time frame: 9-month follow up (end of school year; end of study period)
Change in Clinician Use of MBC
Change in clinician-reported Current Assessment Practice Evaluation - Revised (e.g., a score of 100% across all items is most favorable). Possible scores range from 0-100%.
Time frame: Baseline, post training, 3-month follow up, 6-month follow up, 9-month follow up
Change in Clinician Acceptability of the PCOMS
Change in clinician-reported Usage Rating Profile - Assessment (e.g., a score of 6 = strongly agree and is most favorable; possible scores range from 1-6. )
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.
Time frame: 3-month follow up, 6-month follow up, 9-month follow up
Change in Clinician Attitudes Toward Standardized Assessment
Change in clinician-reported Attitudes toward Standardized Assessment-Monitoring and Feedback Scale (e.g., a score of 5 = strongly agree across is most favorable; possible scores range from 1-5)
Time frame: Baseline, 3-month follow up, 6-month follow up, 9-month follow up
Change in Child Engagement
Data were not collected due to study design changes during the pandemic, which were approved by the Yale IRB and NIMH.
Time frame: 3-month follow up, 9-month follow up
Change in Child Functioning
Data were not collected due to study design changes during the pandemic, which were approved by the Yale IRB and NIMH.
Time frame: 3-month follow up, 9-month follow up
Change in Parent Engagement
Data were not collected due to study design changes during the pandemic, which were approved by the Yale IRB and NIMH.
Time frame: Baseline, 3-month follow up, 6-month follow up, 9-month follow up
Change in Child Emotional and Behavioral Symptoms
Data were not collected due to study design changes during the pandemic, which were approved by the Yale IRB and NIMH.
Time frame: Baseline, 3-month follow up, 6-month follow up, 9-month follow up