Applying Team Charters to Improve Distance Training Outcomes for Autism Interventions in Public Mental Health Services and Schools
Principal Investigator(s): Lauren Brookman-Frazee, Ph.D. UC San Diego, Aubyn Stahmer, Ph.D. UC Davis
The purpose of this R34 is to develop and test a team charter-enhanced implementation strategy for distance training to increase the reach and effectiveness of two evidence-based intervention practices (EBPs) for autism across two public service systems. Our research groups have adapted, tested, and implemented autism EBPs across two service systems: AIM HI (“An Individualized Mental Health Intervention for Autism”) in publicly funded mental health services and CPRT (“Classroom Pivotal Response Teaching”) in public school classrooms. The implementation strategy appears to be less effective when EBP training is provided from a distance, resulting in fewer providers completing training. Thus, geographic distance is a barrier for children and families needing care, and for high-quality provider training. Although there are many advantages to distance training, and this will be increasingly required with the sustained impact of COVID-19, preliminary data from our current trials reveal several challenges with providing high-quality EBP training and ongoing consultation/coaching remotely. Distance training requires effective and efficient coordination between individuals with different roles and backgrounds. Thus, we propose to co-create and pilot test a team charter-enhanced implementation strategy using “team charters” to increase the reach of Autism EBPs through distance training.
Funding Information: NIMH, P50, MH126231
Study time period: 2022 - 2027
Enhancing team effectiveness for a collaborative school-based intervention for ADHD
Principal Investigator(s): Lauren Brookman-Frazee, Ph.D. UC San Diego, Linda Pfiffner, Ph.D. UC San Francisco, Miguel Villodas, Ph.D. San Diego State University
The IN STEP R01 research project aims to integrate team-based implementation strategies to enhance implementation of the Collaborative Life Skills Program (CLS), an established school-based intervention for children with ADHD in grades 2-5. We will tailor three empirically-supported team development interventions, Team Charters, Team Communication Training (Student Handoff Protocols), and Team Performance Monitoring, and integrate them with the CLS protocol to create a team-enhanced CLS implementation protocol (CLS-T). We will conduct a Hybrid Type III cluster randomized trial in 24 schools in two large urban school districts, to evaluate whether CLS-T implementation results in improved implementation outcomes and child outcomes in comparison to standard CLS implementation.
Funding Information: NIMH, R01, MH126231-02
Study time period: 2022 - 2027
EXamining interventions to PRomote Executive function and Social Skills
Principal Investigator(s): Jessica Steinbrenner, Ph.D. University of North Carolina, Laura Hall, Ph.D. San Diego State University, Bonnie Kramer, Ph.D. San Diego State University, Kelsey Dickson, Ph.D. University of Oregon, Sam Odom, Ph.D. University of North Carolina, Ann Sam, Ph.D. University of North Carolina
From 2008-2017, the percentage of youth with autism (i.e., aged 12-17) receiving special education services in the public schools has increased by 174% (U.S. Department of Education, 2020). This acceleration in enrollment in special education has created a great need for determining intervention approaches that (a) meet the learning needs of students with ASD in public schools, (b) are efficacious, and (c) can be implemented by service providers in authentic (school) settings. Researchers have developed social skills (SS) and executive functioning (EF) training programs for children and youth with ASD, buy only two have been specifically developed for schools: the Program for the Education and Enrichment of Relational Skills (PEERS; Laugeson, et al., 2014) and the Unstuck and On Target (UOT; Strang et al., in press) training programs, which address the areas of SS and features of EF, respectively. However, neither have been examined in a cluster randomized control trial in public middle school settings. The goal of this project is to examine the initial efficacy of the PEERS and UOT programs when implemented in public, middle school settings. This project employs a unique dual efficacy, active contact-control design. This design will allow us to test both a social skills (SS) and an executive function (EF) training intervention for middle school students with autism spectrum disorders (ASD). A unique advantage in this study is that PEERS and UOT have great procedural similarities, different outcomes, and can act as active contact controls for each other.
Funding Information: U.S. Department of Education Institute of Education Sciences, Goal 2, R324A210163
Study time period: 2021 - 2026
Redesigning an Autism Evidence-Based Practice Implementation Toolkit for Middle and High Schools
Principal Investigator(s): Kelsey Dickson, Ph.D. University of Oregon, Jill Locke, Ph.D. University of Washington
Co-Investigator(s): Amy Drahota, Ph.D. Michigan State, Scott Roesch, Ph.D. San Diego State University
For the more than 450,000 autistic adolescents served in public schools, there is an urgent need for additional supports that address ongoing challenges to educators’ successful selection and delivery of autism evidence- based practices (EBPs). The proposed innovative redesign of an autism implementation toolkit (entitled ACT SMART) targeting EBP decision-making for middle and high schools has the potential to meet the need for systematic supports for the selection and implementation of appropriate EBPs that considers the needs of schools, educators, and autistic adolescents. The aims of the current project are to: 1) Engage stakeholders to identify targets for ACT SMART redesign to optimize its fit for middle and high school providers who serve autistic adolescents; 2) Conduct prototyping and usability field testing of the redesigned ACT SMART and iteratively refine to ensure usability, feasibility, acceptability, and appropriateness for use in schools.
Funding Information: NIMH, R21, 5R21MH130793
Study time period: 2022 – 2025
Team Effectiveness Factors in the Implementation of Autism Evidence-Based Practices
Principal Investigator(s): Allison Jobin, Ph.D. California State Univeristy San Marcos, Lauren Brookman-Frazee, Ph.D. UC San Diego, Aubyn Stahmer, Ph.D. UC Davis
Co-Investigator(s): Elizabeth Rangel, Ph.D. UC Davis, Patricia Schetter, M.Ed. Placer County Office of Education, Katherine Williams, Ph.D., Rady Children's Hospital-San Diego
The purpose of this R03 is to identify specific team-based inputs and processes of evidence-based practice (EBP) leadership teams associated with effective implementation of autism EBPs in community settings. Despite the importance of leadership teams in children’s mental health and education services, there is minimal research on effective teams for autism EBP implementation. Team effectiveness research (TER) specifies team-level factors as key levers impacting outcomes. Little research has attempted to understand these factors and how they are involved within EBP leadership teams, which has potential to improve their impact and scalability. Applying a community-partnered approach, this project capitalizes on existing data from statewide implementation trials to improve understanding of the role of teams in EBP implementation outcomes and has the potential to inform development of team-based implementation strategies to further promote effective autism EBP implementation efforts. We will apply secondary coding and analysis of team characteristics and in-group process data from a team-based EBP implementation strategy across two service systems to: (1) Identify team inputs associated with implementation outcomes, and (2) Identify team processes associated with implementation outcomes. Together, findings related to potent team-based factors (i.e. team inputs, key processes) will support a larger-scale project to develop and test an EBP implementation team toolkit for school and youth mental health services in collaboration with community partners.
Funding Information: NIMH, P50, MH126231
Study time period: 2023 - 2024
A Hybrid Effectiveness-Implementation Trial Of A School Based Executive Function Treatment For Transition Age Youth With Autism
Principal Investigator: Cara Pugaliese, Ph.D. Children’s National Hospital
Co-Investigator(s): Kelsey Dickson, Ph.D. University of Oregon, Lauren Kenworthy, Ph.D. Children’s National Hospital, Laura Anthony, Ph.D. University of Colorado
Individuals without intellectual disability make up the fastest-growing subgroup of autism spectrum disorders, but as few as 9% reach full functional independence as adults. This project tests the effectiveness of a novel school-based executive function intervention for transition-age youth with autism, to improve flexible problem- solving and planning skills that drive pivotal adult outcomes. If successful, the proposed project will demonstrate the widespread effectiveness and feasibility of an accessible intervention to improve transition outcomes for youth with autism that can be rapidly disseminated and implemented by schools across the nation.
Funding Information: NIMH, R01, R01MH124772
Study time period: 2021-2025
A Hybrid Effectiveness-Implementation RCT of Virtual Interview Training for Autistic Transition-Age Youth
Principal Investigator(s): Matthew Smith, Ph.D. University of Michigan, Mary Baker-Ericzen, Ph.D. San Diego State University
Co-Investigator(s): Jessica Suhreinrich, Ph.D. San Diego State University
This project evaluates the effectiveness of Virtual Interview Training for Transition Age Youth (VIT) at enhancing employment and mental health outcomes for autistic transition-age youth engaged in school-based pre-employment transition services (ETS). In collaboration with members of the autism community, we created a virtual job interview training program using virtual reality and artificial intelligence technology to help autistic students answer job interview questions. We want to test if this program helps students with autism improve their job interview skills, become less nervous about job interviews, and increase their access to jobs. This program includes an educational component (information about the job search and application process), practice completing online job applications, and mock interviews with a virtual reality interviewer.
We are currently seeking community partners in high schools and vocational programs. Participants are eligible if they are autistic, between the ages of 16-26 years old, and have a 4th grade reading comprehension level. Students, staff, and programs are compensated for their participation. Participants will also maintain their access to the software once the study is complete, so they can continue to practice their interview skills. If you are interested in participating in this study, please contact us at autismstudyarpe@sdsu.edu.
Funding Information: NIMH, R01, R01MH132656-01
Additional Information: Video on the Rita & Travis training software