High School SUCCESS: Vocational Soft Skills Program for Transition Age ASD Youth
Principal Investigator(s): Mary Baker-Ericksen, Ph.D. SDSU
Co-Investigator(s): Lauren Brookman-Frazee, Ph.D. UC San Diego, Bonnie Kraemer Ph.D. SDSU, Caren Sax, Ph.D. SDSU
This study has the potential to make a significant public health impact by developing a standardized curriculum, High School SUCCESS, to increase neurologist and social cognitive skills leading to improved postsecondary outcomes (postsecondary education and employment) for transition-age youth with Autism Spectrum Disorders (ASD) in community school settings. Exploration of program level variables as existing transition secondary school programs curriculum/interventions, planning and service delivery frameworks, training and professional competencies and collaboration among stakeholders and individual level variables including the associations between cognitions, social cognitive skills, functioning, postsecondary outcomes, self-confidence and quality of life will be conducted. These results will make a significant contribution to the minimal services research directed towards transition programming and transition-age youth with ASD.
Funding Information: NIMH, R34, 5R34MH111491-02
Study time period: 12/1/2016 - 11/30/2020
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
Adapting an ASD Executive Functioning Intervention for Implementation in Children’s Mental Health Services
Principal Investigator(s): Kelsey Dickson, Ph.D. San Diego State University
Co-Investigator(s): Lauren Brookman-Frazee, Ph.D. UC San Diego, Gregory Aarons, Ph.D. UC San Diego, Lauren Kenworthy, Children's National, Laura Anthony, Ph.D. University of Colorado, Scott Roesch, Ph.D. San Diego State University
The aims of the current project are to use an implementation science framework to: 1) conduct a needs and context assessment to inform the systematic adaptation of an ASD EF intervention (Unstuck and on Target [UOT]) for implementation in child mental health services; 2) systematically adapt UOT and develop a corresponding plan; and 3) conduct a feasibility pilot test of the adapted intervention and corresponding implementation plan in community mental health settings.
Funding Information: NIMH, K23, K23MH115100
Study time period: 2018 - 2023
EXamining interventions to PRomote Executive function and Social Skills
Principal Investigator(s): Kelsey Dickson, Ph.D. San Diego State University, Laura Hall, Ph.D. San Diego State University, Bonnie Kraemer, Ph.D. San Diego State University
Co- Prinicpal Investigator(s): Jesscia Steinbrenner, Ph.D. University of North Carolina, Ann Sam, Ph.D. University of North Carolina, Samual Odom, Ph.D. University of North Carolina
The goal of this project is to examine the initial randomized comparative efficacy of two school-based programs (Program for the Education and Enrichment of Relational Skills and the Unstuck and On Target) when implemented in public, middle school settings. An additional aim of this project is conduct a simultaneous process evaluation of the RCT conducted as part of the larger project.
Funding Information: U.S. Department of Education, Goal 2, R324A210163
Study time period: 2021 - 2025
Redesigning an Autism Evidence-Based Practice Implementation Toolkit for Middle and High Schools
Principal Investigator(s): Kelsey Dickson, Ph.D. San Diego State University, Jill Locke, Ph.D. University of Washington
Co-Investigator(s): Amy Drahota, Ph.D. Michigan State, Scott Roesch, Ph.D. San Diego State University
The ACT SMART implementation toolkit was developed and shown effective in targeting autism EBP adoption and decision-making in community settings. ACT SMART has immense potential to improve autism EBP decision-making, adoption, and implementation in schools; however, systematic and iterative redesign is necessary to optimize its fit to the unique context of public schools. Thus this project aims to: Aim 1. Engage stakeholders to identify targets for ACT SMART redesign to optimize its fit for middle and high school providers that work with autistic adolescents. Aim 2. Conduct prototyping and usability field testing of the refined ACT SMART and iteratively refine to ensure usability, feasibility, acceptability, and appropriateness for use in schools.
Funding Information: NIMH, R21, R21MH13079
Study time period: 2022 - 2024
Examining the Efficacy of Project ImPACT for Toddlers
Principal Investigators: Sarah Rieth, Ph.D. San Diego State University, Sarah Dufek, Ph.D. UC Davis, Aubyn Stahmer, Ph.D. UC Davis, Scott Roesch, Ph.D. San Diego State University, Jeffrey Hoch, Ph.D. UC Davis
This Efficacy and Follow-up project tests the effects of Project ImPACT, a naturalistic development behavioral intervention (NDBI) for young children with autism and their families implemented within the public early intervention system. Project ImPACT for Toddlers was adapted by a community-academic collaborative to meet the needs of providers, families, and funding agencies and be feasible for community agencies. Through a randomized wait-list-control design, the effects of Project ImPACT will be examined on provider, parent, and child outcomes including provider and parent fidelity, parent responsiveness, and child social-communication and adaptive skills.
Funding Information: U.S. Department of Education, National Center for Special Education Research, Efficacy and Follow-Up, R324A190076
Study time period: 2019 - 2024
Expanding the PUENTE Network to Meet Emerging Needs
Principal Investigators: Sarah Rieth, Ph.D. San Diego State University, Lauren Brookman-Frazee, Ph.D. UC San Diego, Brenda Bello-Vazquez, San Diego Regional Center
Close examination of administrative claims data for services to individuals with developmental disabilities idenitifed spending disparities for Latinx families compared to non-Latinx families. In consultation with stakeholders, a short-term parent-to-parent psychoeducation and empowerment intervention was established and delivered to families of adolescents. Program evaluation data indicated a need for ongoing support and connection in order to further support family engagementi n the service system. This projects provides ongoing group support for families who graduate from the PUENT psychoeducation program; and (2) provides access to individual components the PUENTE curriculum through multiple community facing avenues (e.g., promotoras presenting PUENTE content within existing community groups/events and holding SDRC office hours). Specifically, a PUENTE network will be co-designed with multiple stakeholders and then pilot tested to assess feasibility, reach, and acceptability.
Funding Information: California Department of Developmental Services, Service Access and Equity, 22-SDRC-01
Study time period: 2023 - 2024
Adapting and Implementing an Integrated Care Model for Youth with Autism Spectrum Disorder and Psychiatric Comorbidity
Principal Investigator(s): Nicole Stadnick, Ph.D., MPH UC San Diego
The study used implementation science theory and methods and a research-community partnership approach to: 1) identify targets to improve mental health screening and linkage to mental health services in primary care for children with autism, 2) adapt integrated care procedures into “Access To Tailored Autism INtegrated Care,” ATTAIN, to facilitate identification of mental health problems and linkage to evidence-based care for youth with autism, and 3) conduct an open trial feasibility pilot test of ATTAIN in pediatric primary care.
Funding Information: NIMH, K23
Study time period: 2017 - 2022
Refining and Implementing Technology-Enhanced Family Navigation to Promote Early Access and Engagement with Mental Health Services for Youth with Autism
Principal Investigator(s): Nicole Stadnick, Ph.D., MPH UC San Diego
Co-Investigator(s): Sonya Negriff, Kaiser Permanente
This proposal aims to test the effectiveness and implementation of technology-enhanced family navigation to promote early access to, and engagement in evidence-based mental health care for children (ages 5-13 years) with autism spectrum disorder plus mental health comorbidity.
Funding Information: NIMH, R34, 5R34MH120190-03
Study time period: 8/15/20 - 6/30/23
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, M.A. UC San Diego, 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