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Presented at the 22nd Annual Research Conference

Beyond Didactics: Emerging evidence on EBP implementation strategies in New York State

Download Handouts: 122 KB pdf

Session Number: 14 Room: Salon J

Presentation Type: symposium

Chair: Kimberly Hoagwood Discussant:

Synopsis: As efforts to disseminate Evidence-Based Practices (EBPs) to community settings within states progress, a number of questions are beginning to surface regarding the most effective strategies for dissemination, implementation, and training. Attempts to bring EBPs into real-world practice have been met with varying degrees of success. Studies are highlighting some of the barriers; they include organizational, structural, fiscal, and practical. This symposium will present findings from four studies in New York that are examining different approaches to improve the uptake and use of psychosocial therapies by practicing clinicians and supervisors within clinics, community programs, and schools that are part of a major state-wide Evidence-based Treatment Dissemination Initiative. In New York, a NIMH-funded Developing Center for Implementing Evidence-Based Practices for Children (Hoagwood, PI) is examining strategies targeted at organizational change, clinician behavior, and consumer involvement to improve the acceptance, uptake, use and sustainability of EBPs. One of the Center’s core projects is the Evidence-Based Training Dissemination Center (EBTDC) Project, a partnership between Columbia University and the New York State Office of Mental Health to train 400 clinicians per year in EBPs for youth. Four studies, built from the EBTDC, are examining different strategies to improve the dissemination of cognitive-behavioral therapies in clinics, schools, and other community settings. The approaches include specific behavioral change strategies used during consultation after training to enhance clinicians’ use of skills; supervisory engagement strategies; and engagement and empowerment of families through family to family support. A state-wide, flexible, and “distance-learning” training & consultation model will be described. Strategies targeting motivation and engagement of families and youth through inclusion of family advocates will be described. The overall goal of this symposium is to present emerging evidence on strategies states are using that target different levels of the implementation process in order to improve dissemination of EBPs for children and families.

Date: Monday, March 2, 2009

Session Time: 1:30 PM - 3:00 PM

Initial Findings and Implications of the Evidence-Based Training Dissemination Center (EBTDC)

We're sorry, handouts are not available for this presentation.

Presenting: Alissa Gleacher

All Authors for this paper: Alissa Gleacher

Presentation Type: element of symposium

Synopsis: One of the primary goals of the EBTDC is to evaluate the dissemination of this training initiative and consequently improve the quality of routine care in outpatient clinics beginning with youth with trauma symptoms or depression. The EBTDC utilizes a double-pronged approach with an intensive 3-day training followed by a year of bi-weekly telephone consultations in the actual application of the treatments. Analyses of data from year 1 will be discussed in this symposium.

Disseminating EBTs for Children: A Microanalysis of Consultation Calls as an Ongoing Training Strategy

We're sorry, handouts are not available for this presentation.

Presenting: Sandra Pimentel

All Authors for this paper: Sandra Pimentel

Presentation Type: element of symposium

Synopsis: In the effort to disseminate evidence-based psychotherapy interventions for children, an emerging model involves conducting a training workshop in the target intervention for community clinicians followed by consultation conference calls. Calls are hypothesized to provide a real-time learning forum during which clinicians can discuss aspects of treatment implementation via case review with expert consultants. This presentation will include data from a microanalysis of consultation calls as they are being utilized in the EBTDC.

E3: A Family Support Service Model for Implementing Evidence-Based CBT

We're sorry, handouts are not available for this presentation.

Presenting: James Rodriguez

All Authors for this paper: James Rodriguez; Geraldine Burton

Presentation Type: element of symposium

Synopsis: Prior research suggests that the effectiveness of evidence-based treatments attenuates in real-world practice settings. In part, this decrease in effectiveness is attributed to the challenges faced in delivering treatment services that includes a host of family-level psychosocial stressors that complicate and impede the assessment, engagement and retention of children in treatment for trauma and depression related disorders. E3: Engagement, Empowerment, and Evidence-based Treatment is a study that examines these family processes.

Transporting Evidence-Based Practice to School Settings: Examining Strategies for Consultation

We're sorry, handouts are not available for this presentation.

Presenting: Jessica Mass-Levitt

All Authors for this paper: Jessica Mass-Levitt

Presentation Type: element of symposium

Synopsis: Approximately 70-80% of American children with mental health service needs receive care in a school setting. This current study uses a randomized design to investigate two strategies for providing consultation: consultation as usual vs. consultation utilizing specific clinician behavior change methods known as “mental contrasting” and forming “implementation intentions.” The presentation will describe the study results and discuss implications for overcoming barriers to effective dissemination in school settings specifically.