Tier 2 supports are often successful when provided within groups. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Schools acknowledge appropriate student behavior across all school settings.
Implementation
Study staff were trained to document implementation activities for data collection (i.e. recording who was involved in activities and the date on which activities were completed for each school). The workshop included didactic training including role-plays, hands-on support on using the computer program, and other practical skills needed to deliver the intervention with fidelity. Each subscale is reported using T-scores, which have a mean of 50 and a standard deviation of 10, and are based on a normative sample of 100 mental health organizations (Glisson et al., 2008). The OSC quantitatively evaluates the social culture and climate of mental health and social services organizations. As defined by the developer (LS) and implementation team of the Camp Cope-A-Lot model, successful implementation was assessed by whether at least one provider at each site initiated treatment with a child using the evidence-based protocol. Within each stage are implementation activities tailored to describe the implementation strategy for Camp Cope-A-Lot (e.g. meeting with schools, contacting principals).
Most studies (97%) in this category reported improved self-regulation and emotionality across research designs, evaluation designs, and control group types, except for one study of “C Grade” evidence that found no change in negative affect. No differences were apparent when examining results per research design, evaluation design, or control group type, except gambling no pre-post design studies reported null improvements in mental health. By contrast, studies showing no decrease in anxiety were of lower quality evidence (“C Grade”) compared to evidence showing a decrease in generalized anxiety disorder, worry, and panic disorder (“A Grade”), or anxiety symptoms (“B Grade”).
Program Development Template Module 3
In PBIS, outcomes might include behavioral, social, emotional, and academic growth; positive school climate; or fewer office discipline referrals. Your school or program generates a wide range of data about your students every day. These include a pilot clinical trial NOFO for the development of optimized interventions (PAR ; US Department of Health and Human Services, National Institutes of Health, 2021b) and a NOFO that supports well-powered studies of optimized interventions that have already undergone pilot testing (PAR ; Department of Health and Human Services, National Institutes of Health, 2021a). Social barriers also exist, including stigma, a lack of awareness of mental health issues, and difficulty engaging parents and obtaining parent consent for student interventions. Schools serve as a critical setting for connecting and providing youth with preventive and therapeutic mental health interventions (Locke et al., 2017; Panchal et al., 2022). Taken together, these federal investments demonstrate a clear interest in leveraging schools to mitigate the youth mental health crisis.
- The Camp Cope-A-Lot SIC was developed and piloted in the second and third waves of study recruitment.
- Although few preventive interventions have been adapted for these populations, a recent meta-analysis of rigorously tested cultural adaptations suggests that carefully articulated adaptations can be effective for minority populations (Griner & Smith, 2006).
- The purpose of the coding sheet was to extract all relevant information from the studies including methodological, intervention, and recipient characteristics.
- Prediction models of success were calculated based on previous analyses of SIC data across a range of practices (Saldana et al., 2015).
Further research is required to advance our understanding of the type of support required by schools from the education system to implement evidence-based programmes with high quality and embed them within the school system. This support can include advocating for policies that support whole school integration of social and emotional learning, defining age-specific standards for student outcomes across social and emotional learning domains and allocating the required resources for the adoption of evidence-based interventions. The field of K-12 education contains a vast array of educational interventions – such as reading and math curricula, schoolwide reform programs, after-school programs, and new educational technologies – that claim to be able to improve educational outcomes and, in many cases, to be supported by evidence. NIMH also supports non-clinical trial research that aims to develop and evaluate performance feedback systems, decision support tools, and quality improvement projects that optimize the delivery of effective mental health interventions in schools and other non-specialty care settings (PAR , PAR ; US Department of Health and Human Services, National Institutes of Health, 2021c, 2022b). Despite the potential for schools to expand access to evidence-based mental health services, the above challenges have contributed to the limited uptake and sustainment of evidence-based mental health interventions (Cook et al., 2019; Owens et al., 2014). While many studies have demonstrated both the feasibility and effectiveness of school mental health interventions for improving or preventing youth mental health symptoms and enhancing academic outcomes (Evans et al., 2023; Hoover & Bostic, 2021; Lai et al., 2016; Richter et al., 2022; Ross et al., 2020; Sanchez et al., 2018), findings have not been universally positive.
Similar ratings can be made of the implementation support model, such as quantifying the number of hours of training or the number of contacts from a coach or supervisor. As models of intervention support systems are increasingly specified and empirically validated, the fidelity of this component will also need to be assessed. Some intervention developers may already be aware of this need as they conduct ‘train the trainer’ models that allow communities to develop the internal capacity to sustain interventions over time (for example Committee for Children, n.d.). However, some descriptive studies suggest that the support and encouragement they provide are essential ingredients (Brooks, 1996; McCormick & Brennan, 2001).
