Developing a Technology-based Staff Training Tool for an Empirically-Supported Positive Preventive Intervention For Supporting Children At-Risk for the Development of Disruptive Behavior Disorders

项目摘要 来自不同背景的儿童在心理健康服务利用方面的差异更为明显， 黑人和拉丁裔儿童从心理健康支持和服务中受益的人数不成比例地减少。学校 是解决精神卫生服务利用中种族和民族差异的关键，因为他们是一个 重要的接触点，并为儿童提供一个环境， 嵌入在日常的课堂惯例和经验中。第一步下一步（FSN）是一个基于证据的 为年轻的，高需求的学生谁正在努力发展至关重要的社会情感和 在学前教育和早期小学课堂环境中取得成功所必需的行为技能。FSN计划 在过去的15年里，该计划已成功应用于2,000多名K-3学生。的目的 拟议的项目是开发，实施和评估移动网络在线培训和技术支持 系统，以促进可持续性和实现FSN的可扩展性。该项目将利用现有资源 和能力，以创造一个商业上可行的技术为基础的培训工具。在SBIR第一阶段研究中， 我们将（a）开发和评估交互式网络浏览器和移动的应用程序多媒体培训工具的原型， 使辅助专业人员能够向幼儿提供家庭安全网，以及（B）确定所需的其他培训材料 以弥补培训差距。拟议的技术培训工具应具有高度可持续性，因为它 (a)依赖于学校环境中的“内源性”提供者（例如，课堂助手、助教和家庭 支持工人）作为培训中教练，（B）可能证明具有成本效益，因为我们将利用一种技术， 可以提供大规模的培训，以及（c）将通过利用技术提供一致的 培训经验，包括记录执行情况， 由专家培训师进行审查和评级，以增加干预措施实施的可能性。 我们将评估FSN技术平台的可行性和可用性， 一个真实的教育环境中的程序。

Project Summary Disparities in mental health service utilization are more pronounced for children from diverse backgrounds with disproportionately fewer Black and Latino children benefitting from mental health supports and services. Schools are key to addressing these racial and ethnic disparities in mental health service utilization given they are an important point of access and offer children an environment in which evidence-based interventions can be embedded within everyday classroom routines and experiences. First Step Next (FSN) is an evidence-based intervention for young, high-need students who are struggling to develop the vital social-emotional and behavioral skills necessary for success in Pre-K and early elementary classroom settings. The FSN program has been successfully applied with over 2,000 K-3 students in the past decade and a half. The purpose of the proposed project is to develop, implement, and evaluate a mobile-web online training and technical support system to promote sustainability and enable scalability of FSN. This project will leverage existing resources and competencies to create a commercially viable technology-based training tool. In this SBIR Phase I research, we will (a) develop and evaluate a prototype interactive web browser and mobile app multimedia training tool to enable para-professionals to deliver FSN to young children, and (b) identify additional training materials needed to address training gaps. The proposed technology-based training tool should be highly sustainable, because it (a) relies on “endogenous” providers in the school setting (e.g., classroom aides, assistant teachers and family support workers) as coaches-in-training, (b) is likely to prove cost-effective since we will utilize a technology that can deliver training at scale, and (c) will improve fidelity both by leveraging technology to provide consistent training experiences to para-professionals and by including a recorded observation of implementation that will be reviewed and graded by an expert trainer to increase the likelihood of intervention implementation fidelity. We will assess the feasibility and usability of the FSN technology platform with end users implementing the program within an authentic educational setting.