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Building a Science on Implementation of Evidence-based Practices in Children’s Mental Health  Kimberly Eaton Hoagwood, Ph.D. Columbia University December 11, 2005
Turning Points in Child & Adolescent Services Research:  A Very Brief History ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Yet…sobering facts about mental health services for children   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Ringel &Sturm, 2000; NIMH, 2001 Unmet Need for  Mental Health Services 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% White African- American Latino Other
National Averages of Use and Need Don’t Match National Average MH  Need  for Children at 6-17: 7.09% National Average MH  Use  for Children at 6-17: 7.45% Data Source: NSAF wave 1 and 2, Sturm, 2001
 
Beyond the Linear Model Basic  Research Clinical  Trial (Efficacy) Treatment Development Effectiveness Trial Treatment Deployment
Schoenwald & Hoagwood, 2001
The Rise in Popularity of the term “Evidence-Based”  (Hoagwood & Johnson, 2003)       EBT EBP EBM   1900-1990  0   0   0   1990-1995  3   7     76   1995-2002 63 459 5,425
Psychotherapies provided in  routine clinical care have little  to no effect (Weisz et al., 1995) Mean Effect  Sizes Weisz et al., 1995 Children & Adolescents Adults University Clinic settings
What is Evidence?  Lonigan, Ebert & Johnson, 1998; Chambless et al., 1998 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],.
Grading the Quality of Evidence  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Kazdin (2004) criteria ,[object Object],[object Object],[object Object],[object Object],[object Object]
14 Major Reviews of Evidence-based Interventions for Children (1998-2004) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],14 Reviews of EBPs
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Strength of the evidence
EVIDENCE-BASED PSYCHOSOCIAL TREATMENTS Well-Established    Probably Efficacious ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Preschool Adolescent School Age Source: Journal of Clinical Child Psychology, Volume 27,  Number 2, 1998 + additional studies for depression and PTSD
Evidence-Based Psychosocial Treatments Well-Established    Probably Efficacious PTSD ,[object Object],[object Object],Source: Journal of Clinical Child Psychology, Volume 27, Number 2, 1998 + additional studies for depression and PTSD
Ineffective Psychosocial Treatments ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Ineffective programs to prevent youth violence  (Elliot, 2000)
Psychopharmacology Evidence for Childhood Disorders STRONG ,[object Object],[object Object],MODERATE WEAK ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evidence-based Home & Community-based Services Multisystemic Therapy (Henggeler et al., Schoenwald et al) Intensive Case Management  (including Wraparound) (Evans; Burchard; Burns) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evidence-based Home & Community-based Services Treatment Foster Care (Chamberlain) Nurse home visitation Program (Olds et al) Functional family therapy (Alexander & Sexton) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evidence-based Home & Community-based Services (cont’d) Parent Empowerment (fam ed) (Heflinger & Bickman) Mentoring (Vance) Respite Services  (Bruns & Burchard) Crisis Services ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Evidence for Institutionally-Based Care Hospital Residential Treatment Center Group Home Partial  Hospitalization ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Challenges to Putting EBPs into Practice ,[object Object],[object Object],[object Object],[object Object],[object Object]
5 Core Components for State System Change ,[object Object],[object Object],[object Object],[object Object],[object Object]
New York State Implementation Model System & Policy Context Financial policies, methods of reimbursement, state policies Organizational Context Culture Climate Structure Clinical Care Improvement Training on EBP’s, supervision, consultation and support  Engagement Empowerment Attitudes, Beliefs &  Expectancies of  Families & Youth Improved Child & Family Outcomes Attitudes, Beliefs & Expectancies of  Clinicians and Supervisors Improved Implementation Efficiency & Effectiveness
Implementation of Trauma-focused CBT for Children:  The CATS Study ,[object Object]
 
Children and Youth participating in the CATS research project ID’s Generated 1068 Assigned 650 Declined  50 Ineligible 165 CATS 450 Conferenced-In 51 Comparison 149 Children 287 Adolescents 163 Children 108 Adolescents 41 Unassigned 204
Acknowledgements CATS Consortium The CATS Consortium is a cooperative multi site treatment study performed by nine independent teams in collaboration with the New York State Office of Mental Health.  The New York State collaborators are Kimberly Eaton Hoagwood, Ph.D., Chip Felton, M.S.W., Sheila Donahue, Ph.D., Anita Appel, M.S.W., James Rodriguez, Ph.D., (NYSPI), Laura Murray, Ph.D., (NYSPI), David Fernandez, M.A., (NYSPI), Joanna Legerski, B.S. (NYSPI), Michelle Chung, B.A., Jacob Gisis, B.S., Jennifer Sawaya, B.A., Sudha Mehta, M.P.H. (OMH), Jessica Mass Levitt, Ph.D. (NYSPI).  The Principal investigators and co-investigators from the nine sites are Robert Abramovitz, M.D., (JBFCS),), Reese Abright, M.D., (St. Vincents Hospital), Peter D’Amico, (North Shore/Long Island Jewish), Giussepe Constantino, Ph.D., (Lutheran Hospital), Carrie Epstein, C.S.W.-R., (Safe Horizon), Jennifer Havens, M.D., (Columbia University), Sandra Kaplan, M.D., (North Shore/LIJ), Jeffrey Newcorn, M.D., (Mt. Sinai),  Moises Perez, Ph.D., (Alianza Dominicana),  Raul Silva, M.D., (NYU/Bellevue), Heike Thiel de Bocanegra, Ph.D., (Safe Horizon),), Juliet Vogel, Ph.D. (North Shore/LIJ). The Scientific Advisors to the project are:  Leonard Bickman, Ph.D., (Vanderbilt University), Peter S. Jensen, M.D., (Columbia University), Mary McKay, Ph.D., (Mount Sinai Medical School), Susan Essock, Ph.D., (Mount Sinai Medical School), Sue Marcus, Ph.D., (Mount Sinai Medical School), Wendy Silverman, Ph.D. (Florida International University), Robert Pynoos, M.D. (University of California, Los Angeles); Allan Steinberg, Ph.D. (University of California, Los Angeles); Lawrence Palinkas, Ph.D. (University of California at San Diego); and Joseph Cappelleri, Ph.D., (Pfizer Corporation).  The Treatment Developers and Scientific Consultants to the project are:  Judy Cohen, M.D., (University of Pittsburgh), Anthony Mannarino, Ph.D., (University of Pittsburgh), Christopher Layne, Ph.D., (Brigham Young University), William Saltzman, Ph.D .,  (UCLA).  
CATS Design ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Child Trauma-focused Treatment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Adolescent Treatment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Intensive consultation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Engaging Families in Treatment  ,[object Object],[object Object],[object Object]
Treatment as Usual Show Rates  McKay et al., 2005
Empirically supported engagement interventions ,[object Object],[object Object],[object Object]
First Interview Results
Key elements of engagement training   ,[object Object],[object Object],[object Object],[object Object],[object Object]
CATS Assessment vs. Treatment Show   Rates
Assessment Rate by Site
Treatment Show Rate by Site
Treatment Settings
Average Number of Treatment Sessions for Treatment Completers
Treatment Sessions N=446
Implementation challenges:  Matching EBPs to individual cases ,[object Object],[object Object],[object Object],[object Object]
Autism Conduct Depression Oppositional Substance None None CBT Parent/Teacher Training CBT None Multisystemic Therapy CBT + parents; IPT; Relaxation Anger Coping; Assertiveness; PSST Behavior Tx; Family Tx ABA; FCT None None None None Play Therapy; GIST Juvenile Justice; Individual Tx Family Tx; Individual Tx Relaxation; Individual Tx Individual Therapy ADHD Behavior Therapy None None Biofeedback; Play Tx; GIST None None Group Therapy None Group Therapy Group Therapy Anxiety CBT; Exposure; Modeling CBT+ parents; Ed support None  EMDR; Play Tx; GIST None Problem Level 1 best support Level 2 good support Level 3 some support Level 4 no support Level 5 known risks Example: Chorpita (2002) EBT Analysis
Example: Clinical application ,[object Object],[object Object],[object Object],[object Object],[object Object]
Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
Example ,[object Object],[object Object],[object Object],[object Object]
Level 2 CBT + parents Edu support 93% 85% MA; PhD N/A clinic clinic CBT 95% UG; MA; PhD Clinic; school 1.05 1.78 N/A Level 1 Intervention Finish 14 to 18 6 to 17 2 to 17 Age Staff Setting Effect NS 92% C 54% NS; 33% C; 7% Arm; 6%AA Ethn 12 weeks 12 weeks 3 to 16 weeks Length Evidence: Interventions for Anxiety
Level 2 CBT + parents Edu support 93% 85% MA; PhD N/A clinic clinic CBT 95% UG; MA; PhD Clinic; school 1.05 1.78 N/A Level 1 Intervention Finish 7 to 12 6 to 17 2 to 17 Age Staff Setting Effect NS 92% C 54% NS; 33% C; 7% Arm; 6%AA Ethn 12 weeks 12 weeks 3 to 16 weeks Length Evidence: Interventions for Anxiety
[object Object],[object Object],[object Object],[object Object],Implementation Challenges:  Too many models to choose among
Example (Chorpita et al., 2005) Internalizing Externalizing All Ext Int
Anxiety and Phobias (Chorpita et al) Depression All Dep A/P Ext Int
Strategies for making EBP implementation practical  ,[object Object],[object Object],[object Object],[object Object]
New York State Implementation Model System & Policy Context Financial policies, methods of reimbursement, state policies Organizational Context Culture Climate Structure Clinical Care Improvement Training on EBP’s, supervision, consultation and support  Engagement Empowerment Attitudes, Beliefs &  Expectancies of  Families & Youth Improved Child & Family Outcomes Attitudes, Beliefs & Expectancies of  Clinicians and Supervisors Improved Implementation Efficiency & Effectiveness
Family-based services ,[object Object],[object Object],[object Object],[object Object],[object Object]
Conclusions from family-based services review ,[object Object],[object Object],[object Object],[object Object]
Parent Empowerment in New York ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
PEP Manual Content ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Parent Empowerment Research Study Basic Design 40 Parent Advocates/Family Support Specialists (PA/FSS) 20 PA/FSS PEP Training   20 PA/FSS Training as Usual 120 Parent/Caregivers Receiving PA/FS Services  6 per PA/FSS 120 Parent/Caregivers Receiving PA/FS Services  6 per PA/FSS
Post Training Self Efficacy ,[object Object],[object Object],5 = Greater Efficacy  1 = Less Efficacy
Post Training Self-Efficacy ,[object Object],[object Object],[object Object],[object Object],5 = Greater Efficacy  1 = Less Efficacy
Embedding effective clinical practices in settings and systems ,[object Object],[object Object]
Key Constructs in Measurement of Organizational Contexts ,[object Object],[object Object],[object Object]
Organizational context affects uptake of EBPs and outcomes  ,[object Object],[object Object],[object Object],[object Object],[object Object]
Glisson & Himmelgarn (1998)  Parameter Estimates for Hypothesized Six-Variable Model  Service Quality County Demographics Service Outcomes (problem levels) -.13* .12* -.05 -.24* -.03 .02 -.36* .01 .06 -.20* * p < .05 Organizational Climate Interorganizational Services Coordination Interorganizational Relationships
Organizational Context: Implications for the Transport of Evidence-Based Treatments To Mental Health Provider Organizations Sonja K. Schoenwald, Ph.D. Family Services Research Center Psychiatry & Behavioral Sciences Medical University of South Carolina
Organizational structure & climate  (Schoenwald et al., 2003) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Aims of Transportability Study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Social Ecological Model of TreatmentTransportability ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Transportability of MST - Evidence of Multi-Level Treatments* ,[object Object],[object Object],[object Object],[object Object],[object Object]
Treatment Outcomes ,[object Object],[object Object],[object Object]
Adherence-Outcomes Linkages ,[object Object],[object Object]
Therapist Effects Pre-Post Differences In CBCL Total Scores by Adherence
Organizational Structure & Climate Findings ,[object Object]
Organizational Factors Predicted Youth Outcomes ,[object Object],[object Object]
Adherence & Organization: Direct Effects on Outcomes
Moderation of Organizational Effects by Adherence Level  (1) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Adherence Moderates Organization Effects on Outcomes ,[object Object],[object Object]
Implications ,[object Object],[object Object]
Key Factors Associated with Adoption and Diffusion (Greenhalgh et al, 2004):  A Meta-Narrative Synthesis of Evidence ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Organizational change is personal ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Sustaining organizational change  (Gustafson et al., 2003; Rogers 1995; Plsek 2003; Champagne et al., 1991) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Areas for further study ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Important Contributing Fields ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Culture Structure Psychological Climate Organizational Climate Attitudes Social Norms Self-Efficacy Beliefs & Expectations Behavioral Intention Models of Diffusion, Organizational Implementation & Social Processes     Systems Context  Organizational Properties Individual & Shared Perceptions Behavior Structural Determinants of Organizational Innovation Social Determinants of Organizational Innovation Adapted from Glisson 2002
Concluding thoughts ,[object Object]
Closing thought ,[object Object],[object Object]
 
Dimensions of Organizational Readiness ,[object Object],[object Object]
Service System Organization Service Delivery Client Practitioner Intervention Schoenwald & Hoagwood, 2001 Organiza-tional mandates Ethnicity/ cultural iden Salary level/ Criteria for increases  Clarity of intervention Organiza-tional mission Gender Endorsement of intervention Complexity of intervention Interagency working relationship Organiza-tional climate Source of payment Age and dev- elopmental status Training of practitioner Similarity of int to std practice Legal mandate for referrals Organiza- tional culture Physical location of sessions Source of referral Supervisor/ Researcher Intervention specification Manual? Financing methods Personnel policies Length of sessions Family context Adherence monitoring Focus of  intervention Policies of referral source, pay Structure, hierarchy Frequency of sessions Nature of referral problems Specialized training Nature of intervention theory
Intervention Characteristics   Theoretical foundation, strength of research support, clinical foundation, precision, availability of manual, specificity of manual, clarify of model Practitioner Characteristics   Clinical adherence to model, frequency of clinical supervision, structure of  clinical supervision, type of clinician, treatment orientation of clinician Client Characteristics Referral problem(s), family context, client’s ethnicity/cultural identification Service Delivery Characteristics Referral source, frequency of treatment sessions, length of treatment sessions,  setting/location of treatment sessions, setting/location of the clinic or school Service System Characteristics Salary incentives to adopt EBPs, policies and practices of referral sources, source of  payments for the specific EBP, financing/payment mechanisms, legal mandates of referral  sources, strength of interagency relationships DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 DOMAIN  5 DOMAIN 6 Key Readiness Factors Service Agency Characteristics Endorsement by site leadership, structure of organization, size of organization, culture  and climate of organization, policies and practices within the organization
Dimensions of Organizational Readiness (DOOR)    Question: how important are the following factors: Frequency of clinical supervision required to deliver the EBT (e.g., consultations between clinicians & supervisors) Length of each treatment session required to deliver the EBT Strength of the research supporting the EBT           …  outside agencies           …  state mental health authorities           …  consumer advocacy           …  families or youth in the service setting           …  clinical staff  (e.g., therapists, social workers, psychologists, psychiatrists)           Support for the EBT by ….  Clinic Directors Clinicians Consumers Researchers To Me
Mean Ratings of  Readiness Factors Scale
Total Mean Ratings of Readiness Factors
Comparison of Respondent Group Ratings Scale

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Building Science

  • 1. Building a Science on Implementation of Evidence-based Practices in Children’s Mental Health Kimberly Eaton Hoagwood, Ph.D. Columbia University December 11, 2005
  • 2.
  • 3.
  • 4. Ringel &Sturm, 2000; NIMH, 2001 Unmet Need for Mental Health Services 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% White African- American Latino Other
  • 5. National Averages of Use and Need Don’t Match National Average MH Need for Children at 6-17: 7.09% National Average MH Use for Children at 6-17: 7.45% Data Source: NSAF wave 1 and 2, Sturm, 2001
  • 6.  
  • 7. Beyond the Linear Model Basic Research Clinical Trial (Efficacy) Treatment Development Effectiveness Trial Treatment Deployment
  • 9. The Rise in Popularity of the term “Evidence-Based” (Hoagwood & Johnson, 2003)       EBT EBP EBM   1900-1990 0 0 0   1990-1995 3 7 76   1995-2002 63 459 5,425
  • 10. Psychotherapies provided in routine clinical care have little to no effect (Weisz et al., 1995) Mean Effect Sizes Weisz et al., 1995 Children & Adolescents Adults University Clinic settings
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
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  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.  
  • 27.
  • 28.
  • 29. New York State Implementation Model System & Policy Context Financial policies, methods of reimbursement, state policies Organizational Context Culture Climate Structure Clinical Care Improvement Training on EBP’s, supervision, consultation and support Engagement Empowerment Attitudes, Beliefs & Expectancies of Families & Youth Improved Child & Family Outcomes Attitudes, Beliefs & Expectancies of Clinicians and Supervisors Improved Implementation Efficiency & Effectiveness
  • 30.
  • 31.  
  • 32. Children and Youth participating in the CATS research project ID’s Generated 1068 Assigned 650 Declined 50 Ineligible 165 CATS 450 Conferenced-In 51 Comparison 149 Children 287 Adolescents 163 Children 108 Adolescents 41 Unassigned 204
  • 33. Acknowledgements CATS Consortium The CATS Consortium is a cooperative multi site treatment study performed by nine independent teams in collaboration with the New York State Office of Mental Health.  The New York State collaborators are Kimberly Eaton Hoagwood, Ph.D., Chip Felton, M.S.W., Sheila Donahue, Ph.D., Anita Appel, M.S.W., James Rodriguez, Ph.D., (NYSPI), Laura Murray, Ph.D., (NYSPI), David Fernandez, M.A., (NYSPI), Joanna Legerski, B.S. (NYSPI), Michelle Chung, B.A., Jacob Gisis, B.S., Jennifer Sawaya, B.A., Sudha Mehta, M.P.H. (OMH), Jessica Mass Levitt, Ph.D. (NYSPI).  The Principal investigators and co-investigators from the nine sites are Robert Abramovitz, M.D., (JBFCS),), Reese Abright, M.D., (St. Vincents Hospital), Peter D’Amico, (North Shore/Long Island Jewish), Giussepe Constantino, Ph.D., (Lutheran Hospital), Carrie Epstein, C.S.W.-R., (Safe Horizon), Jennifer Havens, M.D., (Columbia University), Sandra Kaplan, M.D., (North Shore/LIJ), Jeffrey Newcorn, M.D., (Mt. Sinai), Moises Perez, Ph.D., (Alianza Dominicana), Raul Silva, M.D., (NYU/Bellevue), Heike Thiel de Bocanegra, Ph.D., (Safe Horizon),), Juliet Vogel, Ph.D. (North Shore/LIJ). The Scientific Advisors to the project are:  Leonard Bickman, Ph.D., (Vanderbilt University), Peter S. Jensen, M.D., (Columbia University), Mary McKay, Ph.D., (Mount Sinai Medical School), Susan Essock, Ph.D., (Mount Sinai Medical School), Sue Marcus, Ph.D., (Mount Sinai Medical School), Wendy Silverman, Ph.D. (Florida International University), Robert Pynoos, M.D. (University of California, Los Angeles); Allan Steinberg, Ph.D. (University of California, Los Angeles); Lawrence Palinkas, Ph.D. (University of California at San Diego); and Joseph Cappelleri, Ph.D., (Pfizer Corporation).  The Treatment Developers and Scientific Consultants to the project are:  Judy Cohen, M.D., (University of Pittsburgh), Anthony Mannarino, Ph.D., (University of Pittsburgh), Christopher Layne, Ph.D., (Brigham Young University), William Saltzman, Ph.D ., (UCLA).  
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39. Treatment as Usual Show Rates McKay et al., 2005
  • 40.
  • 42.
  • 43. CATS Assessment vs. Treatment Show Rates
  • 47. Average Number of Treatment Sessions for Treatment Completers
  • 49.
  • 50. Autism Conduct Depression Oppositional Substance None None CBT Parent/Teacher Training CBT None Multisystemic Therapy CBT + parents; IPT; Relaxation Anger Coping; Assertiveness; PSST Behavior Tx; Family Tx ABA; FCT None None None None Play Therapy; GIST Juvenile Justice; Individual Tx Family Tx; Individual Tx Relaxation; Individual Tx Individual Therapy ADHD Behavior Therapy None None Biofeedback; Play Tx; GIST None None Group Therapy None Group Therapy Group Therapy Anxiety CBT; Exposure; Modeling CBT+ parents; Ed support None EMDR; Play Tx; GIST None Problem Level 1 best support Level 2 good support Level 3 some support Level 4 no support Level 5 known risks Example: Chorpita (2002) EBT Analysis
  • 51.
  • 52. Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
  • 53. Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
  • 54. Level 2 CBT + parents Interpersonal Relaxation 88% 85% 100% MA; PhD MA; PhD; MD MA; PhD clinic clinic school CBT 94% MA; PhD Clinic; school 1.74 1.40 1.51 1.48 Level 1 Intervention Finish 14 to 18 12 to 18 11 to 18 9 to 18 Age Staff Setting Effect NS 49% PR; 41% HA; 10% C NS 84% NS; 18%PR; 3%AA Ethn 7 to 8 weeks 12 weeks 5 to 8 weeks 5 to 16 weeks Length Evidence: Interventions for Depression
  • 55.
  • 56. Level 2 CBT + parents Edu support 93% 85% MA; PhD N/A clinic clinic CBT 95% UG; MA; PhD Clinic; school 1.05 1.78 N/A Level 1 Intervention Finish 14 to 18 6 to 17 2 to 17 Age Staff Setting Effect NS 92% C 54% NS; 33% C; 7% Arm; 6%AA Ethn 12 weeks 12 weeks 3 to 16 weeks Length Evidence: Interventions for Anxiety
  • 57. Level 2 CBT + parents Edu support 93% 85% MA; PhD N/A clinic clinic CBT 95% UG; MA; PhD Clinic; school 1.05 1.78 N/A Level 1 Intervention Finish 7 to 12 6 to 17 2 to 17 Age Staff Setting Effect NS 92% C 54% NS; 33% C; 7% Arm; 6%AA Ethn 12 weeks 12 weeks 3 to 16 weeks Length Evidence: Interventions for Anxiety
  • 58.
  • 59. Example (Chorpita et al., 2005) Internalizing Externalizing All Ext Int
  • 60. Anxiety and Phobias (Chorpita et al) Depression All Dep A/P Ext Int
  • 61.
  • 62. New York State Implementation Model System & Policy Context Financial policies, methods of reimbursement, state policies Organizational Context Culture Climate Structure Clinical Care Improvement Training on EBP’s, supervision, consultation and support Engagement Empowerment Attitudes, Beliefs & Expectancies of Families & Youth Improved Child & Family Outcomes Attitudes, Beliefs & Expectancies of Clinicians and Supervisors Improved Implementation Efficiency & Effectiveness
  • 63.
  • 64.
  • 65.
  • 66.  
  • 67.
  • 68. Parent Empowerment Research Study Basic Design 40 Parent Advocates/Family Support Specialists (PA/FSS) 20 PA/FSS PEP Training 20 PA/FSS Training as Usual 120 Parent/Caregivers Receiving PA/FS Services 6 per PA/FSS 120 Parent/Caregivers Receiving PA/FS Services 6 per PA/FSS
  • 69.
  • 70.
  • 71.
  • 72.
  • 73.
  • 74. Glisson & Himmelgarn (1998) Parameter Estimates for Hypothesized Six-Variable Model Service Quality County Demographics Service Outcomes (problem levels) -.13* .12* -.05 -.24* -.03 .02 -.36* .01 .06 -.20* * p < .05 Organizational Climate Interorganizational Services Coordination Interorganizational Relationships
  • 75. Organizational Context: Implications for the Transport of Evidence-Based Treatments To Mental Health Provider Organizations Sonja K. Schoenwald, Ph.D. Family Services Research Center Psychiatry & Behavioral Sciences Medical University of South Carolina
  • 76.
  • 77.
  • 78.
  • 79.
  • 80.
  • 81.
  • 82. Therapist Effects Pre-Post Differences In CBCL Total Scores by Adherence
  • 83.
  • 84.
  • 85. Adherence & Organization: Direct Effects on Outcomes
  • 86.
  • 87.
  • 88.
  • 89.
  • 90.
  • 91.
  • 92.
  • 93.
  • 94. Culture Structure Psychological Climate Organizational Climate Attitudes Social Norms Self-Efficacy Beliefs & Expectations Behavioral Intention Models of Diffusion, Organizational Implementation & Social Processes Systems Context Organizational Properties Individual & Shared Perceptions Behavior Structural Determinants of Organizational Innovation Social Determinants of Organizational Innovation Adapted from Glisson 2002
  • 95.
  • 96.
  • 97.  
  • 98.
  • 99. Service System Organization Service Delivery Client Practitioner Intervention Schoenwald & Hoagwood, 2001 Organiza-tional mandates Ethnicity/ cultural iden Salary level/ Criteria for increases Clarity of intervention Organiza-tional mission Gender Endorsement of intervention Complexity of intervention Interagency working relationship Organiza-tional climate Source of payment Age and dev- elopmental status Training of practitioner Similarity of int to std practice Legal mandate for referrals Organiza- tional culture Physical location of sessions Source of referral Supervisor/ Researcher Intervention specification Manual? Financing methods Personnel policies Length of sessions Family context Adherence monitoring Focus of intervention Policies of referral source, pay Structure, hierarchy Frequency of sessions Nature of referral problems Specialized training Nature of intervention theory
  • 100. Intervention Characteristics Theoretical foundation, strength of research support, clinical foundation, precision, availability of manual, specificity of manual, clarify of model Practitioner Characteristics Clinical adherence to model, frequency of clinical supervision, structure of clinical supervision, type of clinician, treatment orientation of clinician Client Characteristics Referral problem(s), family context, client’s ethnicity/cultural identification Service Delivery Characteristics Referral source, frequency of treatment sessions, length of treatment sessions, setting/location of treatment sessions, setting/location of the clinic or school Service System Characteristics Salary incentives to adopt EBPs, policies and practices of referral sources, source of payments for the specific EBP, financing/payment mechanisms, legal mandates of referral sources, strength of interagency relationships DOMAIN 1 DOMAIN 2 DOMAIN 3 DOMAIN 4 DOMAIN 5 DOMAIN 6 Key Readiness Factors Service Agency Characteristics Endorsement by site leadership, structure of organization, size of organization, culture and climate of organization, policies and practices within the organization
  • 101. Dimensions of Organizational Readiness (DOOR) Question: how important are the following factors: Frequency of clinical supervision required to deliver the EBT (e.g., consultations between clinicians & supervisors) Length of each treatment session required to deliver the EBT Strength of the research supporting the EBT           … outside agencies           … state mental health authorities           … consumer advocacy           … families or youth in the service setting           … clinical staff (e.g., therapists, social workers, psychologists, psychiatrists)           Support for the EBT by …. Clinic Directors Clinicians Consumers Researchers To Me
  • 102. Mean Ratings of Readiness Factors Scale
  • 103. Total Mean Ratings of Readiness Factors
  • 104. Comparison of Respondent Group Ratings Scale