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Child and Adolescent Services Research Center
(CASRC) ShowcaseNovember 3, 2017
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CASRC Training Mechanisms
Nicole StadnickKelsey Dickson
Sarah Rieth
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Agenda• Background• Methods• Results• Discussion
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Background: CASRC Trainees (July 2016- June 2017)
8 Early Career Investigators
14 Postdoctoral Scholars
13 Graduate Students
74 Undergraduate Students
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Background: Diversity of CASRC Trainees
Clinical Psychology
Social Psychology
Pharmacy
Experimental PsychologyMedicine
Genomics
Public Health Program Evaluation
Special Education Social Work
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Background: Linkage with Local Training Programs
CASRCUCSD Child Psychiatry Fellowship
UCSD/VA Psychology Internship Program
UCSD Developmental-
Behavioral Pediatrics Fellowship
UCSD/SDSU JDP in Clinical
PsychologySDSU MPH
Program
SDSU CFD MS Program
SDSU SPED MA Program
SDSU MS Applied
Psychology Program
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Methods: Didactic SeminarsAutism Seminar Series
Implementation Science
Undergraduate Internship
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Methods: MentoringMechanisms
Individualized Development
Plan
Group Goal Setting and
Accountability
Grantsmanship
Networking
Professional Development
Publication and Dissemination
Domains
Thesis & Dissertation Planning/Dissemination
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Methods: CASRC Accountability & Support Mechanisms
Writing ClubEarly Career Group
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Methods: CASRC Accountability & Support Mechanisms
• Collegiality • Shared Focus and Vision
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Results (since1989)21 Career Development Awards
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ResultsTrainee & Pilot Funding
Examples
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Results: Faculty Appointment Examples
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Results: Selected Publications
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Results: Selected Publications
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CASRC Training is…
COLLABORATIVE
PRODUCTIVE
DEDICATEDSUPPORTIVE
LIFELONG DEVOTED
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Developing and Testing Mental Health Interventions and
Implementation Strategies for ASD
Lauren Brookman-Frazee, Ph.D. Associate Director, Child & Adolescent Services Research CenterProfessor, UC San Diego Department of PsychiatryResearch Director, Autism Discovery Institute, RadyChildren’s Hospital-San Diego
Ignite Talk – CASRC Research Showcase 11/3/17
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Research Contexts: Community Service Systems Caring for Children
Early
Inte
rven
tion
& E
duca
tion
(IDEA
)
ASD
Spec
ialty
/ID
Child
Wel
fare
Men
tal H
ealth
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Primary Areas of Research in Children’s Mental Health Services
• Sustainment of Multiple EBP’s Fiscally Mandated in Children’s MH Services (R01MH100134)
• Identifying Quality Indicators within Multiple EBP Delivery in Child Mental Health Services (R01MH112536)
• Translating Autism Interventions for Mental Health Services via Knowledge Exchange (K23MH077584)
• Effectiveness and Implementation of a Mental Health Intervention for ASD (R01MH094317)
• 1/2 Effectiveness of a Multi-Level Implementation Strategy for ASD Interventions (R01MH111950)
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Community Service Systems Caring for Children with ASD: Role of Mental Health Services
Early
Inte
rven
tion
& E
duca
tion
(IDEA
)
ASD
Spec
ialty
/ID
Med
ical
Men
tal H
ealth
• >70% psychiatric comorbidity 1,2
1Leyfer et al., 2006; 2Simonoff et al., 2008; \
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Psychiatric Comorbidity in Children with ASD Receiving MH Services
92%
78%
58% 56%
30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ANY DX ANY ADHD ODD ANY ANXIETY DISORDER ANY MOOD DISORDER
Percent of Children Meeting Criteria for Adapted MINI-KID Diagnoses
77% of these children meet criteria for 2 or more non-ASD diagnoses
n=202 children served in publicly-funded clinic and school-based mental health services
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Psychiatric Comorbidity in Children with ASD Receiving MH Services
92%
78%
58% 56%
30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ANY DX ANY ADHD ODD ANY ANXIETY DISORDER ANY MOOD DISORDER
Percent of Children Meeting Criteria for Adapted MINI-KID Diagnoses
Challenging behaviors interfering with child and
family functioning
n=202 children served in publicly-funded clinic and school-based mental health services
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Responding to the Need for Scalable Mental Health Intervention for ASD
“We’re probably somewhat all out of the scope of practice when we’re dealing with these kids …we don’t really have a whole lot of training. We’re getting it as we go.”
-Community Therapist
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An Individualized Mental Health Intervention for Children with ASD (AIM HI)
• Package of evidence-based parent-mediated and child focused strategies to reduce challenging behaviors in children with ASD ages 5 to 13 served in MH settings
• Function-based approach to address challenging behaviors
• Individual components of intervention are “well established”
• Includes adaptations to structure psychotherapy for ASD characteristics
• Developed in collaboration with MH providers, families and ASD experts based on assessment of routine care practice, child clinical needs and provider training needs
• Designed to be delivered by providers who have limited experience with ASD or behavioral interventions
© 2016 The Regents of the University of California| An Individualized Mental Health Intervention for Children with ASD Version 2 by Brookman-Frazee , Drahota, & Chlebowski
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AIM HI Training Model
AIM HI Training
Components
Attend introductory
workshop
Deliver AIM HI to actual
client/student with performance
feedback from trainer (6 months)
Self-study using therapist training
materials
Attend structured consultation series
with trainer (11 sessions)
AIM HI Certification Requirements
Attend introductory workshop
Complete consultation series (9 group, 2 individual)
Meet Protocol Fidelity
Meet Session Fidelity based on video recorded session
Complete AIM HI practice case
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Needs Assessment
’07-’08
Initial AIM HI Development
‘08-’09Pilot Test and Revision ‘09-
’10
Effectiveness Trial ’12-’17
Impacts of AIM HI Therapist Training
Implementation Trial ‘17-21
AIM HI Timeline
Ongoing Refinement to optimize fit and therapist training process
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• Outpatient and school-based programs within 19 participating agencies with therapist/child dyads enrolled in San Diego and LA Counties
29Programs
• Unique therapists providing psychotherapy services in participating programs and enrolled with a child and in completed cohort
172 Therapists86% Female 33% Latino
36% Bilingual
• Children ages 5 to 13 with existing ASD diagnosis served by participant therapist
202 Children Receiving MH Services
82% Male56% Latino
M = 9.1 years old
All Participants (Complete)
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Child Outcomes
Reductions in child challenging behaviors
over 18 months greater when therapists receive
AIM HI training
Therapist fidelity moderates reductions in child behavior problems
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Therapist Outcomes
74% successfully complete AIM HI
certification process
Increased use of evidence-based
strategies
Increased confidence using
behavioral strategies and ASD
Generalization of strategies to clients
without ASD
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Understanding Variability in Therapist Outcomes
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Needs Assessment
’07-’08
Initial AIM HI Development
‘08-’09Pilot Test and Revision ‘09-
’10
Effectiveness Trial ’12-’17
Implementation Trial ‘17-21Impacts of
Implementation Strategies
AIM HI Timeline
Ongoing Refinement to optimize fit and therapist training process
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• Two Collaborative R01s• 3 CA sites
• Lauren Brookman-Frazee, Ph.D. (UC San Diego), Mental Health Project Director
• Aubyn Stahmer, Ph.D. (UC Davis), Education Project Director
• Anna Lau, Ph.D. (UCLA), LA Site Director
Testing Implementation Strategies for ASD Interventions
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Translating Evidence-based Interventions for ASD: A Multi-Level Implementation Strategy (TEAMS)
17
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Table 1. Participants by Type and Study
AIM HI Study(37 MH Programs)
CPRT Study(37 School Districts)
Combined(74 Agencies)
37 Program Managers 37 Program Specialists 74 Leaders
295 Therapists 295 Teachers 590 Providers
295 Caregivers 295 Caregivers 590 Caregivers
627 TOTAL AIM HI 627 TOTAL CPRT 1,254 TOTAL COMBINED
Building capacity to serve children with ASD
Identify implementation strategies that can be applied to other interventions/populations
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Maximizing Public Health Impact:
Designing scalable interventions for end users Linking clinical interventions with effective implementation strategies to facilitate uptake and sustainment of ASD interventions
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2012-2017Baker-Ericzen Research = $3,120,090
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Active Collaborative Hub for Individuals with ASD to Enhance Vocation and Education
Researchers (RCHSD, UCSD, SDSU) (Univ Missouri, UnivVirginia, Univ Wisconson, Drexel Univ, SAARC), Educators (UCSD, SDSU,CSUSM, SDCCD, Southwestern), Government Agency Administrators (Dept of Rehab, SDRC, Dept of Ed, VA), Community Program Providers, Family Members, Individuals with AS
Research-Community Partnership
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Vocational “Soft Skills”
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Executive Functioning Skills
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Brain plasticity New neural pathways can be developed
at any time
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Employment SUCCESS
College SUCCESS
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100% increased their motivation to workCohort 1: 11% baseline to 43% postCohort 2: 22% baseline to 56% post(mean 6 hrs, 2-10hr) to (mean 20.2 hrs, 10-40 hr, $10-18 hr
salary) Remaining 44% active job search
Increased Executive
FunctioningIncreased Social
Cognitions
Increased Social Communication
Increased Work Motivation &
Independent Skills
Increased Employment-
College Education Outcomes
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Transition Age Youth – TAY SUCCESS
Cognitive Behavioral Intervention for Driving-CBID
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0
1
2
3
4
5
6
7
8
9
Panic relatedconcerns
Accidentrelated
concerns
Socialconcerns
Baseline
Post
40
41
42
43
44
45
Baseline Post
Anxiety Rating
PRE: 41% “I do not want to drive” POST: 88% of the participants felt like they wanted to drive either now or in the near future
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AASPIRE us Center
(Across the Autism Spectrum Promoting Individuals,Research, Education: uniting systems)
-Work Force Ready- Large-Scale Research Trials-Offer Community Provider Training!!!
2 NIMH R01 grants: $4.5 million- Effectiveness Trial of Employment SUCCESS- Development & Testing of Adult Autism Outcome Measure
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Personalizing Parent
Training Interventions for
Culturally Diverse Families
Kristen McCabe, PhD
May Yeh, PhD
San Diego State University
University of California, San Diego
University of San Diego
Research funded by the
National Institute of Mental Health
Research reported here was/is supported by the National Institute of Mental Health of the National Institutes of Health under award number R34-MH-109561. The content is solely the responsibility of the authors and does
not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.
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Disruptive Behavior and PCIT
• Disruptive Behavior Disorders
• Most common reason that children are
referred for mental health treatment
• Oppositional Defiant Disorder, Conduct
Disorder, ADHD
• Long term personal and societal impact
• Parent-Child Interaction Therapy
• Developer: Dr. Sheila Eyberg
• 2-7 year olds with moderate to severe
behavior problems
• Assessment-Driven
• Uses live coaching of parent-child interactions
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PCIT Works! But… Not all families are willing to enroll
Premature dropout occurs
Not all families are engaged in treatment
Ethnic minority families may not benefit as
much as Non-Hispanic White families in
Parenting Training Interventions
Less symptom improvement
Slower treatment response
Culturally-modified Parenting
Trainings
Generally show positive outcomes
but have limitations (require multiple
versions, stereotyping)
A Better Solution: Personalization
Has the potential to maximize fit
between individuals and treatments
without stereotyping
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MY PCIT Development
• Previous research (our programs, literature)
• Input from cultural experts and PCIT therapists
• Consultation with PCIT Developer (Dr. Eyberg)
• Measures of Parent Explanatory Models
(PEMs) for pre-treatment assessment
• Tablet Administration
• Treatment Adaptations specific to PEM scores
• Personalized Therapist Report
• Clinically-relevant PEM results
• List of Adaptations to implement
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Parent Explanatory Models (PEMs)
Targeted for Personalization:
Parent Treatment Expectations
Etiological Explanations
Parenting Styles
Family Support for Treatment
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Sample Adaptations/Tools for
Therapist Personalization:
• Handouts tailored to parenting style:
• e.g., Time Out, Praise, Play
• Labeled Praises Tailored to Values
• Videos
• Informational
• Before/After Treatment
• Testimonials
• Family Engagement Plan
• Motivational Interviewing
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MY PCIT Feasibility Trial
•Train therapists in personalized version of PCIT (MY PCIT)
• PCIT Level 1 Trainer (Dr. McCabe)
• Therapists can work towards PCIT certification
•Pilot test MY PCIT with 28 families from 4 different ethnic groups
• African American
• Asian American
• Latino
• Non-Hispanic White
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Goals
• Develop Personalized Version of PCIT • Measures, Adaptations
• Tablet Administration of PEM Measures
• Personalized Therapist Reports
• Obtain Data for Larger Clinical Trial
• Increase Community Capacity: • Therapists Trained in MY PCIT by certified
PCIT Level 1 Trainer (McCabe)
• Train Students in Research
• Families Receive Culturally Responsive Care • Standardized Personalization
• During the Study and Into the Future
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Cross-Institutional and
Community Collaboration
Sharing training and
resources to benefit today’s
kids and those of tomorrow
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System and Organizational Change for Implementation
and Sustainment of Evidence-Based Practices
Gregory A. Aarons, Ph.D.&
Amy E. Green, Ph.D.
Child and Adolescent Services Research CenterDepartment of Psychiatry
University of California, San Diego
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Outer Context Inner Context
Implementation Process
Intervention CharacteristicsAdaptation
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A Good Framework:Exploration, Preparation, Implementation, Sustainment (EPIS)
Aarons, G. A., Hurlburt, M., & Horwitz, S. M. (2011). Advancing a conceptual model of evidence-based practice implementation in public service sectors. Administration and Policy in Mental Health and Mental Health Services Research, 38(1), 4-23. (Cited 783 times)
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Scaling-Up
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Adaptation Happens!!Critical challenge in real world implementation
Tension/Balance between Implementing with fidelity Making adaptations necessary for outer/inner context fit
Aarons, G. A., Green, A. E., Palinkas, L. A., Self-Brown, S., Whitaker, D. J., Lutzker, J. R., ... & Chaffin, M. J. (2012). Dynamic adaptation process to implement an evidence-based child maltreatment intervention. Implementation Science, 7(1), 32.
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EPIS-Based Dynamic Adaptation Process (CDC R01CE001556)
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Cultivating Healing by Implementing Restorative Practices for Youth DOJ 2016-CK-BX-0008
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Felt Sad/Depressed (2wk)
AttemptedSuicide (yr)
28.7%straight
60.7% LGB
6.7%straight
29.2% LGB
Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide NICHD R01HD083399
Willging, C. E., Green, A. E., & Ramos, M. M. (2016). Implementing school nursing strategies to reduce LGBTQ adolescent suicide: a randomized cluster trial study protocol. Implementation science, 11(1), 145.
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Six Evidence-Based Strategies Recommended by Centers for Disease Control and Prevention
Evidence-Based Strategy U.S. Median (Range)
1. Identify/access safe spaces on campus. 61.4% (36.8-84.7)2. Prohibit harassment and bullying based on sexual
orientation or gender expression. 89.4% (72.9-97.1)
3. Facilitate access to medical providers with experience providing services to LGBTQ+ youth.
46.3% (29.7-69.0)
4. Facilitate access to behavioral health providers with experience providing services to LGBTQ+ youth.
49.2% (30.0-72.9)
5. Encourage professional development on safe and supportive school environments.
59.0% (38.9-82.4)
6. Provide health education curricula with information relevant to LGBTQ+ youth.
24.4% (11.0-56.4)
Implement all six strategies. 7.6% (2.1-27.2)
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Aarons, G. A., Green, A. E., Willging, C. E., Ehrhart, M. G., Roesch, S. C., Hecht, D. B., & Chaffin, M. J. (2014). Mixed-method study of a conceptual model of evidence-based intervention sustainment across multiple public-sector service settings. Implementation Science, 9(1), 183.
Sustaining Success: Mixed Method Study of Sustainment in 11 Service Systems (NIMH R01MH072961)
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Key Findings
• Strong Collaborations• Community-Academic Partnerships
• Supportive Contracting
• Stable Financing
• Proactive Problem Solving
• Effective Leadership!
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Outer Context System Leadership Predicts EBI Sustainment in 11 Service Systems
3.15 3.2
1.37
0
0.5
1
1.5
2
2.5
3
3.5
4
Leadership Competence
Outer Context
Full Sustainment Partial Sustainment Non-Sustainment
*
13Aarons, G. A., Green, A. E., Trott, E., Willging, C. E., Torres, E. M., Ehrhart, M. G., & Roesch, S. C. (2016). The roles of system and organizational leadership in system-wide evidence-based intervention sustainment: A mixed-method study. Administration and Policy in Mental Health and Mental Health Services Research, 43(6), 991-1008.
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Inner Context Team Leadership Predicts EBI Sustainment in 11 Service Systems
2.73
0.57
2.7
0.58
2.24 2.18
0
0.5
1
1.5
2
2.5
3
3.5
4
Transformational Leadership Passive-Avoidant Leadership
Inner Context
Full Sustainment Partial Sustainment Non-Sustainment
**
14
Aarons, G. A., Green, A. E., Trott, E., Willging, C. E., Torres, E. M., Ehrhart, M. G., & Roesch, S. C. (2016). The roles of system and organizational leadership in system-wide evidence-based intervention sustainment: A mixed-method study. Administration and Policy in Mental Health and Mental Health Services Research, 43(6), 991-1008.
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Leadership and Organizational Change for Implementation (LOCI)NIDA R01DA038466/ NIMH R21MH082731
Implementation Success
VS
CounselorsExecutives Supervisors
Supervisors
Aarons, G. A., Ehrhart, M. G., Moullin, J. C., Torres, E. M., & Green, A. E. (2017). Testing the leadership and organizational change for implementation (LOCI) intervention in substance abuse treatment: a cluster randomized trial study protocol. Implementation Science, 12(1), 29.
Poor Implementation
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LOCI12-
months
Didactic Leadership
Training
Leadership Coaching
Data Driven 360-degree
Assessments
OrganizationalStrategy
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LOCI Condition
(12-months)
Didactic Leadership
Training
Leadership Coaching
Data Driven 360-
degreeAssess-ments
Organi-zationalStrategy
4 Org. Strategy Meetings (OSMs)
Monthly OSM Check-in calls
Agency wrap-up to conclude project @ 16-months
2-day in-person LOCI leadership training
Two 1-day in-person leadership booster trainings
Graduation
Weekly one-on-one coaching calls with LOCI trainer
Monthly group collaborative call with other LOCI leaders
5 web-based surveys assessing climate & leadership
Completed by providers, supervisors, & executives)
Occurs at baseline, 4-, 8-, 12-, & 16-months
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ICT: Sierra Leone NIMH Betancourt Adolescent Trauma
LOCINorway
Trauma/Mental Health
LOCI – ASD NIMHStahmer/Brookman-FrazeeSchools/Community
LOCI NigeriaNICHD (Ezeanolue)PMTCT HIV
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Community Academic Partnership for Translational Use of Research Evidence
• UCSD & SD CWS Collaboration
• Builds on CAPs, LOCI, and DAP
• Aims to change entire system climate to increase use of research evidence in policy, programs, and practices
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Effective Practices
Effective Implementation
Strategies
Enabling System and
Organizations
Publ
ic H
ealth
Impa
ct
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Enhancing Parent Participation in Child, Parent, and Family
Services
Rachel Haine-SchlagelChild & Family Development Department
College of EducationSan Diego State University
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Parents And Caregivers in Services (PACS) Lab
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What is Parent Participation?
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Parent And Caregiver Active Participation Toolkit (PACT)
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Parent And Caregiver Active Participation Toolkit (PACT)
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PACT Development: Stakeholder Collaboration
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PACT Pilot RCT Findings
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Adapting PACT for Evidence-Based Practices & Diagnostic Services
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PACT in Project ImPACT for Toddlers
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PACT in SafeCare
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PACT in ASD Diagnostic Evaluations
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CASRC & SDSU College of Education
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CASRC & SDSU College of Education
Jessica Suhrheinrich
Sarah Rieth
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San Diego County Evaluation Projects
David Sommerfeld, PhDDanielle Fettes, PhD
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System of Care Evaluation (SOCE)
• Partnership with BHS since 1996• Covers all Child, Youth, and Family services
• About 100 provider agencies• 17,000+ youth annually
• Currently a shared contract• UCSD Health Services Research Center• Covers Adult/Older Adult services
• $2.8 million dollars annually
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SOCE Evaluation Services
• Data collection, analysis, and reporting• Overall system and special programs
• Support program and policy decision making• Identify appropriate outcome measure• Provide guidance for clinical use and interpretation of
outcomes data
• Data-driven Performance Improvement Projects • Investigate special topic issues (e.g., service
disparities)• Provide trainings/technical assistance • Support design and development of computerized
data collection systems
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MHSA “Innovations” Evaluation
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Family Therapy Participation & Engagement
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INN Evaluation Approach
• Identify topic experts• Utilize multi-functional teams• Collaboratively develop process and
outcomes evaluations• Leverage multiple data sources• Practice and policy-oriented
reporting
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SCSD/ICT
ACYF
CREW
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CWS Training, Evaluation, & Data Collaboration (TED-C): Services• In-home parenting• Peer Partners• Family Visit Coaches• Family Support Clinicians• Group-based parenting
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Timing, Sequencing, Engagement
• Outcomes:• Five Protective Factors Survey• Recidivism• Model Fidelity• Consumer Satisfaction
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