taking ebps to schoolcsmh.umaryland.edu/.../cs2.14lyonludwigbruns.takingebpstoschool.pdftaking ebps...
TRANSCRIPT
Taking EBPs to School
Developing and testing a framework for
applying common elements of evidence
based practice to school mental health
Aaron Lyon, Ph.D.
Kristy Ludwig, Ph.D.
Eric J. Bruns, Ph.D.
Ericka Weathers, M.A.
Elizabeth McCauley, Ph.D.
17th Annual Conference on Advancing School Mental Health
Salt Lake City, UT
October 25, 2012
Acknowledgements
Shannon Dorsey
Lucy Berliner
Doug Cheney
Ann Vander Stoep
Michael Pullmann
Janine Jones
Kelly Thompson
Nick Canavas
Seattle Public Schools
Public Health of Seattle & King County
School-based practitioners!
Collaborators: Funding:
• Institute of Education Sciences (R305A120128)
• American Psychological Foundation
• City of Seattle Office for Education
• Bill and Melinda Gates Foundation
Dr. Lyon is an investigator with the Implementation Research Institute (IRI), at the George Warren
Brown School of Social Work, Washington University in St. Louis; through an award from the National
Institute of Mental Health (R25MH080916-01A2) and the Department of Veterans Affairs, Health
Services Research & Development Service, Quality Enhancement Research Initiative (QUERI).
Overview
1. Background and Rationale
The Why and How of EBP in school-based
mental health (SBMH)
2. The Developing Protocol
The Brief Intervention for School Clinicians
(BRISC)
3. Initial input from Experts on BRISC
Results from Stakeholder Interviews and Nominal
Group Process (NGP)
4. Discussion
Evidence-Based Practice in School
Mental Health
School-based mental health (SBMH) offers
accessible services, particularly for historically
underserved youth (Burns et al., 1995; Kataoka et al.,
2007; Lyon et al., under review)
SBMH offers reduced stigma for service seeking (Nabors &
Reynolds, 2000)
SBMH can lead to improvements in a variety of
mental health, academic, and other functional
outcomes
E.g., improved GPA for users vs. similar non-users (Walker et
al., 2010)
EBPs in School: Room for Improvement
School-based services are unlikely to be
evidence-based (Evans & Weist, 2004; Rones &
Hoagwood, 2000)
Recent meta-analysis of SBMH programs for
low-income, urban youth revealed low levels of
effectiveness, some iatrogenic effects (Farahmand
et al., 2011)
Growing emphasis on increasing the use of EBP
in SBMH
Few interventions delivered in schools have been
designed for or tested in authentic education sector
service delivery settings (Wong, 2008)
Most “evidence-based” MH interventions developed in
more “traditional” outpatient settings
Simultaneously…
EBP developers have paid insufficient attention to the
school context and how it might influence effective
service delivery (Ringeisen et al., 2003)
EBPs in School: Room for Improvement
“It is important to emphasize that promotion of
effective mental health practices in schools…
involves more than simply ‘trumpeting’ the
selection of ‘evidence-based’ approaches, most of
which have not been examined for their
effectiveness, palatability, durability, affordability,
transportability, and sustainability in real-world
school or clinic settings” (Paternite, 2005; p.660)
EBPs and SBMH: Getting beyond the rhetoric
EBP Transportability and SBMH
Commonly-cited concerns about the
applicability of EBP to new contexts are
relevant to SBMH
Substantial need for flexibility
Treatment engagement / duration variability
Ability of EBP to address the full range of client
problems (type and severity)
SBMH service accessibility may make concerns about the
cultural relevance of EBP even more important
Dubrow et al. (2004)
Leveraging Evidence in Novel Contexts: Integrative Approach
SBMH can be Enhanced using EBP in a Variety of Ways
Family Check-Up (Connell, Dishon et al., 2007; Dishon
et al., 2008)
Preventive intervention that combines elements of EBP (i.e.,
evidence-based assessent, Motivational Interviewing,
behavioral parent training)
Identifies at-risk youth
Brief intervention: Conducts family assessment and
provides feedback to families in three meetings
Assessment
Initial Interview
Feedback
Common Elements & Common Factors
Common elements
Generic components/procedures of treatment
(e.g., exposure, psychoeducation) cut across
distinct treatment protocols
Common factors
Personal and interpersonal components (e.g.,
alliance, therapist effects) common to all
interventions are responsible for treatment
outcomes
Barth, R. P., Lee, B. R., Lindsey, M. A., Collins, K.S., Strieder, F., & Chorpita, B. F. et al. (2011).
Evidence-based practice at a crossroads: The emergence of common elements and factors.
Research on Social Work Practice.
Distillation and Matching Model (DMM)
ESTs can be distilled into common practice
elements/modules and matched to client
characteristics
1. Distillation (interventions as composites of
strategies)
Technique identification
Evidence accumulation
2. Matching (summarizing relevant considerations for
intervention selection)
Gauge association between content and study
characteristics (e.g., client age, gender, ethnicity)
(Chorpita, Daleiden, & Weisz, 2005)
Modular Psychotherapy: An
Application of the DMM
Shifting the primary goal from “using evidence-
based practices” to “getting positive outcomes” (Chorpita, Bernstein, & Daleiden, 2008)
Modular therapies more acceptable to providers
than standard EBT (Borntrager et al., 2009)
More flexible than traditional manuals with
regard to the timing of Tx delivery (McHugh et al.,
2009)
More effective than standard-arranged EBT or
usual care (Weisz et al., 2012)
Implementation with school-based providers within an Expanded School MH framework (Weist et al., 2009)
Higher use of EBP, but no impact on practitioner attitudes or youth outcomes
Application in school-based primary care (Stephan et al., 2010)
Resulted in provider behavior change
SBMH providers with greater knowledge about common elements may provide higher-quality services (Stephan et al., 2012)
Modular psychotherapy pilot in Seattle’s school-based health centers (Lyon et al., 2011)
A Common Elements Approach may be Relevant to SBMH
Modular psychotherapy pilot (Lyon et al., 2011)…
7 SBHC counselors selected 66 students for tracking
Primary presenting problem:
Depression – 75%; Anxiety – 14%; Mixed Dep. & Anx. – 11%
487 Total sessions across 66 students
Mean # sessions per student = 7.4 (range: 1-24, median: 6,
mode: 3)
In 94% of sessions, students received at least one
standardized assessment measure
Modular Psychotherapy Pilot A Common Elements Approach may
be Relevant to SBMH
Pilot identified a need for a brief intervention
model (3-4 sessions) to maximize intervention-
setting fit
During 2009 modular psychotherapy pilot, modal
number of sessions was 3
Large caseloads, sole practitioner
Frequent disruptions
Engagement difficulties
Some clinicians struggled to determine which modules
to select/prioritize
Many students (60%+) with subclinical presentations
Applying Common Elements to a Brief, School-Based Intervention
BRIEF INTERVENTION FOR
SCHOOL CLINICIANS (BRISC)
Typical School-Based Approach Innovative Approach
Intervention is often crisis-driven
(Langley et al., 2010)
Structured / systematic
identification of treatment targets
Focused on providing nondirective
emotional support (Lyon et al., 2011)
Focused on skill building /
problem solving
Interventions do not systematically use
research evidence (Evans & Weist,
2004; Rones & Hoagwood, 2000)
All intervention elements are
evidence-based
Standardized assessments are used
infrequently (Weist, 1998; Lyon et al.,
2011)
Utilizes standardized assessment
tools for progress monitoring
Structure of BRISC
Weekly Standardized
Assessments
and Homework
Activities
Emotion
Identification
Psychoeducation 1) Depression,
2) Anxiety, or
3) Anger
Engagement/ Motivation
Enhancement
Communication
Analysis Problem Solving Cognitive
Restructuring Coping Strategies /
Mood Changing
Motivation
Assessment
Model Requirements
Systematic / structured
intervention
Adaptable/flexible (but
evidence-based)
intervention delivery
Efficiency
Engagement
Specific treatment
target identification
Modularized Approach
Stepped Care / Brief Treatment
Structure
Culturally-Informed Treatment
Engagement/Motivation Strategies
Problem Solving Orientation
Assessment and Monitoring
Intervention Elements
Original BRISC Components
BRISC Protocol: Session 1
Identify the problem and target emotion
Assess impact on functioning (i.e. school, peers, family)
Normalize problem/empathize with the experience and emotion/psychoeducation
Determine willingness to change/conduct a quick motivational assessment
Propose working together
BRISC Protocol: Session 2
Review problem/emotion and related
interference
Provide additional psychoeducation about specific emotion (i.e. depression, anxiety, anger)
Provide cognitive triad and problem solving framework
Select module and begin this session if time permits
BRISC Protocol: Session 3
Review cognitive triad and related problem
situations that occurred recently
Discuss new coping strategeis implemented
Implement module Problem solving
Communication analysis
Coping strategies/mood changing strategies
Cognitive restructuring
Assign practice exercise to try during the week
BRISC Protocol: Session 4
Review practice exercise
Assess outcome of implemented modules or identify difficulties with implementation
Discuss future implementation of strategy
Review tools and coping strategies
Create a plan for responding to future difficulties and negative moods
Refer for continued services if needed and/or connect with school/outside resources
Framework for BRISC Integration into Existing Systems
BRISC
Tier 3
Tier 2
Tier 1
BRISC Inputs (from the school & other systems) Seeks school staff (e.g., teacher, administrator) input /
assessment about presenting problems and optimal pull-out
timing for individual students
Promptly evaluates student academic
functioning to determine whether psych Sx are interfering
/ if academic Fx should be an explicit target
Assesses/understands
where BRISC fits into existing approaches to dealing with Bx’l health
and options (e.g., PBIS)
BRISC Outputs (into the school & other systems)
Develops individualized teacher-communication plans for students and
coaches them through their execution Communicates directly
with teachers and parents about BRISC
skill targets and methods of supporting them. Provides a post-BRISC
progress report to key school staff. Provides an everyday language description of
the BRISC program (for parents, teachers, etc.)
Referral to or coordination with intensive services during or following
(for MH) BRISC implementation
Links individual BRISC targets to relevant existing universal programs and communicates with program liaisons
Note: Tiers 1, 2, & 3 within the Education context are largely comparable to Primary, Secondary, and Tertiary Prevention
Indiv. Student Level
Indiv. Student Level
System Level
System Level
BRISC System Integration
Project Overview: Year 1
Study 1: Expert Input
Key Informant interviews
Nominal Group Process at a national Summit
Study 2: Initial feasibility testing (project personnel)
Analyze findings (behavioral change, response to
BRISC)
Revise BRISC protocol
Project Overview: Year 2 and Year 3
Study 3: Protocol
validation w/school based
mental health providers
Description of usual care
(24 cases)
BRISC training and trial
(24 cases)
Analyze findings
Revise BRISC protocol and
training
Study 4: Randomized
pilot study with School
Based Mental Health
providers
30 students BRISC
30 students TAU
Analyze findings
Prepare for larger
randomized study
RESULTS FROM KEY
INFORMANT INTERVIEWS CONDUCTED JUNE-JULY 2012
Methodology
Thirteen interviews conducted between June 2012
and August 2012
Six with national experts
Two with staff of Seattle Public Schools
Two with members of provider organizations
Two with staff from Public Health in King County
One with a SBMHC counselor
Data analyzed by UW research coordinator and
graduate student.
Atlas.ti was used to code data into themes.
Results of interviews
Theme1: Integration of Mental Health Into Schools
Theme 2: Implementing Research Based Mental
Health Treatment in Schools
Theme 3: Student Engagement and Cultural and
Linguistic Responsiveness
Theme 4: Monitoring and Feedback, Use of School
Data
Theme 1:
Integration of Mental Health Into Schools
Need to understand specific services in each tier available in the school to promote adequate integration of BRISC
“The success of the intervention is dependent upon the adequacy and understanding of Tier 1 supports.”
Need to know how will intersect with other providers of individual support/counseling (e.g., school psychologists)
How will the need for more intensive services be identified after the proposed four sessions.
Integration of Mental Health Into Schools Referral/Screening
Within each school, work with teachers and school
personnel to develop clear profile of target
students and referral processes
Important to teach school staff who / how to refer
in order to make referrals more systematic.
School teams and teachers could identify students
for referral based on academic and behavioral
issues.
Integration of Mental Health Into Schools Referral/Screening
“Mental health screening wouldn’t be effective in getting the right kids (the 15% with academic problems). Do outreach. Tell school staff and students about the school-based health center, mental health services, how therapy could be helpful, what kinds of problems I can help with. Many of the students
I treat are self-referrals or referrals from friends.”
Integration of Mental Health Into Schools Focus on Academics
Underscore the focus on improving both
social/emotional and academic outcomes
“It is not compelling to say that simply reducing anxiety will lead to
learning. Because the kid is probably still not learning. The problem we
have in mental health is that it is not its goal to improve learning.
Mental health in schools thus has an added burden.”
“It is hard to have an indirect influence on academics through the
relationship between emotions and academics.”
Theme 2: Implementing Research Based
Mental Health Treatment in Schools
Clinician training on how to use the modules and how to move between modules in individualized way is critical
Structured guidance or a protocol for how to refer out and how to collaborate with school staff also are necessities.
“Clinician has to be flexible and collaborative. Need to be a part of a team.”
“Clinician needs to be prepped to work in a school setting and the school prepped to integrate the effort of the clinician.”
Implementing Research Based Mental
Health Treatment in Schools BRISC Intervention content
BRISC “homework” (practice activities) must
be individualized to the student
support given to complete it – in school if
possible
Individualization is also key regarding the
modules that are used
Clarity needed on how to select the modules to
be used with each student
Implementing Research Based Mental
Health Treatment in Schools Individualization is crucial
“You need to be able to evaluate what you are going to
work on with each student. Is it academics or do you
need to clean up what is the barrier (depressed,
ADHD, needs glasses, has a learning issue).
We need to do a differential assessment. I am not going
to treat his depression. I am going to propose we
need an active education intervention. His depression
may lift if he does better in school.”
Implementing Research Based Mental
Health Treatment in Schools Strengths and Challenges
Seven respondents voiced support for the approaches
in the BRISC protocol:
Four core modules (4)
BRISC homework (3)
Psychoeducation (3)
Session 1 objectives (3)
Seven respondents addressed challenges that are
likely to be faced with BRISC.
BRISC is a radical practice change and not all clinicians will
buy-in (n=5)
Four sessions is too few to learn new skills (n=2)
Student Engagement and Cultural Linguistic
Responsiveness
Need to determine the types of students that are
appropriate as well as inappropriate for BRISC.
The intervention would be most appropriate for resilient
students; Students with poor attendance may not be
appropriate
Students with transient or situational problems may be
inappropriate for BRISC
Need to consider how to flexibly and appropriately
include families in the process
Student Engagement and Cultural Linguistic
Competence Considerations of Family Involvement
“Create an individualized option for families. They can come in or be on the speaker phone. Send parents a report of progress. This needs to happen with every
student.”
Monitoring and Feedback, Use of School
Data
Monitor a flexible mix of social/emotional and
academic outcomes, per the needs of the
student.
Develop an online database with the capacity
to monitor and provide feedback on an array
of variables
Monitoring and Feedback, Use of School Data
“Although mental health treatment may not directly affect academic performance, it is only one step away and academic outcomes such as completing homework, attending school, studying for a test, finishing a book
could easily be used as goals to set and monitor if it is a major concern that is identified.”
PRIORITY ACTION STEPS
FROM ADVISORS BRISC INTERVENTION
DEVELOPMENT SUMMIT
AUGUST 20-21, 2012, SEATTLE
Nominal Group Process at BRISC
Development Summit
Organized by four topic areas
2 groups per track, 7-8 people per group
Participants will be asked to give input on:
1. What is a strength of BRISC as presented thus far?
2. What is a concern/weakness or something you think has not been well
addressed?
3. What is your advice to the project? What is an action step you would
recommend to the project team?
After brainstorming, each group submitted top 3
recommendations
Large group then voted on highest priority action steps for the
BRISC team
Priority recommendations:
Integration of Mental Health into Schools
Stay small- keep focus on developing a targeted
intervention to exist in a tiered system (18 votes)
Ensure BRISC is connected to a building-level
oversight team (16 votes)
Clarify consistent “language” that will be used
around BRISC (16 votes)
Use focus groups: students, parents, and teachers
Try to develop terms that are as accessible – as if your
were describing BRISC to parents and youth
Priority recommendations: Evidence-Based
Treatment
Incorporate academic interventions into the modules
AND focus on monitoring academic success (17
votes)
Carefully plan how this will integrate into clinician
workflow and organizational structure (15 votes)
Operationalize cultural responsivity within an
evidence-based structure (14 votes)
Develop and apply implementation pre-conditions
(School and clinician level) (11 votes)
Priority recommendations: Student
Engagement
Define BRISC fidelity in a way that promotes
flexible intervention with students (15 votes)
Incorporate training and support for clinicians to
provide culturally responsive treatment (14 votes)
Integrate Motivational Interviewing/engagement
strategies as flexible components rather than a tool
or required module (13 votes)
Priority Recommendations:
Relevant Outcomes and Use of Data
Create a BRISC steering committee/project team that includes providers, school reps, families/students (22 votes)
Use brief measures that can facilitate student identification of academic and socio-emotional outcomes to focus on (e.g., Top Problems Checklist) (14 votes)
Align goals and measurement strategies with on-going school routines (12 votes)
Data inventory and make use of existing SPS data systems to extent possible (12 votes)
DISCUSSION
Discussion: Asking the Hard Questions
How best to build on previous research on modular approaches in schools (e.g., Weist et al., 2009; Stephan et al., 2010)
SBMH providers with greater EBP knowledge provided higher quality services, but…
Use of an EBP-based quality framework did not improve student outcomes
What more can we do?
How do we avoid “scope creep”
Want to attend to recommendations about the need to integrate fully into school context and RtI framework, but…
We also need to focus on developing an effective individual treatment delivery platform
Discussion: Asking the Hard Questions
Focusing on academic outcomes as a part of SBMH intervention How does a MH provider effectively do this? Measure academic progress?
Provide academic interventions?
Solving the confidentiality dilemma – sharing data with key individuals in a useful and respectful way
RtI / Tier integration: Understanding the full range of services available, and
knowing what to do with that information
Discussion: Asking the Hard Questions
Building youth engagement / commitment Can this be done in an initial session?
In 4 sessions?
Training / maintaining cultural sensitivity in BRISC What is the best way to “Incorporate training and
support for clinicians to provide culturally responsive treatment”
…while also maintaining a focus on using evidence based treatment elements?
HOW HAVE YOU
INCORPORATED EVIDENCE
BASED ELEMENTS OF
TREATMENT IN YOUR SMH
PROGRAM?
For More Information
Aaron Lyon: [email protected]
Kristy Ludwig: [email protected]
Eric J. Bruns: [email protected]