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Web Tool to Disseminate Empirically-based Interventions to Schools Phase II

向学校传播基于经验的干预措施的网络工具第二阶段

基本信息

批准号：
8484876
负责人：
MELISSA E. DEROSIER
金额：
$ 42.64万
依托单位：
3-C INSTITUTE FOR SOCIAL DEVELOPMENT
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-09-01 至 2015-05-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8484876
关键词：
Accountability Address Adherence Administrator Adolescent Adopted Americas Anxiety Area Attention deficit hyperactivity disorder Behavior Disorders Child Clinical Research Clinical Sciences Communities Computers Data Development Development Plans Discipline Disease Education Effectiveness Emotional Emotional disorder Ensure Ethnic Origin Evaluation Evidence based intervention Evidence based practice Experimental Designs Feedback Foundations Freedom Funding Generations Goals Health Personnel Healthcare Human Resources Internet Intervention Literature Marketing Mental Health Mental Health Services Mental disorders Methods Modeling Modification Monitor Moods National Institute of Mental Health Online Systems Outcome Participant Peer Review Phase Primary Schools Professional counselor Protocols documentation Provider Psychologist Publications Race Randomized Readiness Recommendation Reporting Research Research Infrastructure Resources Schools Science Scientific Evaluation Services Small Business Innovation Research Grant Societies Students Substance abuse problem Suicide Surgeon System Technology Test Result Testing Time Training Translational Research United States United States National Institutes of Health Youth base clinical practice commercial application commercialization cost cost effective design elementary school experience financial incentive flexibility group intervention innovation literacy meetings member product development programs prototype research and development satisfaction social skills symposium teacher tool treatment effect usability youth violence

项目摘要

DESCRIPTION (provided by applicant): Schools are the primary setting within which children receive mental health (MH) services. The effectiveness of MH programs has been repeatedly demonstrated for a wide array of MH problems, including behavioral and emotional disorders, substance abuse, ADHD, and suicidality. However, despite their availability, as well as recent education and federal financial incentives for use of programs supported by empirical evidence, MH evidence-based interventions (EBIs) are rarely used in everyday practice by schools. Further, school MH EBIs that have proven effective under strict research conditions often fail to achieve their intended outcomes when delivered in the "real world". A wealth of research indicates the quality of EBI implementation is directly related to 1) the likelihood the intervention will be integrated and sustained within the school setting and 2) the strength of its treatment effects. The goal of this Phase II SBIR is to continue the research and development of CenterVention, a web-based technology infrastructure designed to promote broad-scale quality implementation of school MH EBIs. CenterVention will provide cost-effective high quality training, on-going implementation assistance, intervention resources, and adherence monitoring to support EBI implementation and sustainability within schools. Phase I prototype development and feasibility testing with key stakeholders were successfully completed, providing substantial support for the CenterVention product as well as specific recommendations for Phase II development. The first aim of Phase II is to revise each CenterVention component to enhance its usability and value. Once the full technology infrastructure is complete, we will integrate a third, independent school MH EBI and examine the usability of this new CenterVention application with school MH providers, teachers, administrators, and intervention developers. The second aim of Phase II is to conduct a rigorous, longitudinal test of the CenterVention product comparing two randomized conditions: Implementation-As-Usual (IAU; i.e., traditional EBI implementation with no CenterVention support) and Enhanced Implementation (EI; i.e., CenterVention-supported implementation). Five implementation outcomes will be examined: (1) readiness for EBI implementation, (2) adherence to EBI protocol, (3) satisfaction with the EBI and its implementation support, (4) sustainability of the EBI over time, and (5) treatment benefits for students. The third aim of Phase II is to finalize all product components based on Phase II findings and evaluations and prepare CenterVention for Phase III commercialization. This SBIR project will yield a flexible, scalable technology infrastructure that can be applied to any school MH EBI to effectively decrease costs (time, financial, personnel) to both schools and intervention developers, enhance the integrity with which EBIs are implemented in the school setting, and increase dissemination of EBIs into real world everyday practice. The proposed WDT not only offers the potential for significant societal benefits, but also addresses a large, currently untapped market.

描述（由申请人提供）：学校是儿童接受心理健康（MH）服务的主要场所。精神健康项目的有效性已经被反复证明可以解决各种精神健康问题，包括行为和情绪障碍、药物滥用、多动症和自杀。然而，尽管他们的可用性，以及最近的教育和联邦财政奖励使用的程序支持的经验证据，MH循证干预措施（EBI）很少在日常实践中使用的学校。此外，在严格的研究条件下证明有效的学校MH EBI在“真实的世界”中交付时往往无法实现其预期的结果。大量的研究表明，EBI实施的质量与1）干预措施在学校环境中整合和持续的可能性和2）其治疗效果的强度直接相关。第二阶段SBIR的目标是继续研究和开发CenterVention，这是一个基于网络的技术基础设施，旨在促进学校MH EBI的大规模高质量实施。CenterVention将提供具有成本效益的高质量培训、持续实施援助、干预资源和依从性监控，以支持学校内EBI的实施和可持续发展。第一阶段原型开发和与关键利益相关者的可行性测试已成功完成，为CenterVention产品提供了实质性支持，并为第二阶段开发提供了具体建议。第二阶段的第一个目标是修改每个CenterVention组件，以提高其可用性和价值。一旦完整的技术基础设施完成，我们将整合第三个独立的学校MH EBI，并与学校MH供应商，教师，管理员和干预开发人员一起检查这个新的CenterVention应用程序的可用性。第二阶段的第二个目的是对CenterVention产品进行严格的纵向测试，比较两种随机条件：即作为实验的实施（IAU;即，不支持CenterVention的传统EBI实施）和增强型实施（EI;即，CenterVention支持的实现）。五个实施结果将被检查：（1）准备EBI实施，（2）遵守EBI协议，（3）与EBI及其实施支持的满意度，（4）随着时间的推移EBI的可持续性，以及（5）对学生的治疗效益。第二阶段的第三个目标是根据第二阶段的发现和评估最终确定所有产品组件，并为第三阶段的商业化做好准备。这个SBIR项目将产生一个灵活的，可扩展的技术基础设施，可以应用于任何学校MH EBI，以有效地降低成本（时间，财务，人员），以学校和干预开发人员，提高EBI在学校环境中实施的完整性，并增加EBI到真实的世界日常实践的传播。拟议的WDT不仅提供了巨大的社会效益潜力，而且还解决了一个巨大的，目前尚未开发的市场。