Program will start 3:00PM Eastern 2:00PM Central 1:00PM Mountain Noon Pacific 11:00AM Alaska
description
Transcript of Program will start 3:00PM Eastern 2:00PM Central 1:00PM Mountain Noon Pacific 11:00AM Alaska
Program will start
3:00PM Eastern2:00PM Central
1:00PM MountainNoon Pacific
11:00AM Alaska
Conference Planning Committee
Jack Cummings
Peg Dawson
Susan Gorin
Patti Harrison
Ron Palomares
Rick Short
RESEARCH TO PRACTICE: The Role of Evidence-Based Interventions in Practice
Thomas KratochwillUniversity of Wisconsin-
Madison
Purpose of Presentation Provide an Overview of the
Evidence-Based Intervention (EBI) Movement and Implications for School Psychology
Review Implications of the EBI Movement for Graduate Education Programs
Purpose (Cont.) Review Implications of the EBI
Movement for Practice Implications for the Futures
Conference
Resources Chambless & Ollendick (2001).
Empirically Supported Psychological interventions: Controversies and evidence. Annual Review of Psychology, 52, 685-716
Resources (Cont.) Kratochwill & Callan-Stoiber
(in press). Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual… School Psychology Quarterly, 17 (4),
The Evidence-Based Intervention Movement in Perspective
Evidence-Based Medicine The Scientist-Practitioner
Model The Managed Care Movement Reform in Special Education Professional Organizations
Professional Organizations Committee on Science and Practice,
Society for Clinical Psychology, Division 12 American Psychological Association (APA)
Committee for Empirically –Supported Practice, Division of Clinical Child Psychology Division 53, APA
Interdisciplinary Committee on Evidence-Based Youth Mental Health Care
Professional Organizations Task Force on Evidence-Based
Interventions in School Psychology (Sponsored by APA Division 16 and the Society of the Study of School Psychology and Endorsed by the National Association of School Psychologists)
Purpose of the Task Force To identify prevention and
intervention outcome studies relevant to the practice of school psychology
To code those studies according to Task Force criteria
To determine to what degree the interventions are evidence-based
Purpose (Cont.) To offer the field of school
psychology and related fields some guidelines for using and adopting effective programs
To provide a template for improving research in the field of school psychology and education
Task Force Domains of Interest School-and community-based
intervention programs for social and behavioral problems
Academic intervention programs
Family and parent intervention programs
Domains (Cont.) School-wide and classroom-
based programs Comprehensive and
coordinated school health care programs
Methodological Focus
Group Research Single-Participant Research Qualitative Research
Procedures Confirmatory Program
Evaluation
The Review Process Six components considered Each component involves
validity issues that need to be addressed during the review process
EXISTING RESEARCH REPORTS ARE CONSIDERED ALONG VALIDITY LINES
Statistical Conclusion Validity Internal Validity Construct Validity External Validity
ORGANIZATION OF RESEARCH DOMAIN The Problem Formulation
Challenge Validity Issues in Problem
Formulation (e.g., operational specification and operational detail)
IDENTIFICATION OF RESEARCH Threats of Validity (e.g.,
fugitive literature, file drawer problem, publication bias)
Resources needed to search
REVIEW OF STUDIES Unrepresentative Studies Methods of Gathering Studies Retrieval Bias Sample Representiveness
EVALUATION AND ANALYSIS OF RESEARCH SYNTHESIS Narrative Reviews of Research
(experimental and nonexperimental)
Quantitative Reviews of of Research (meta-analysis and generalized causal inference)
SUMMING UP: INTERPRETATION, PRESENTATION, AND DISSEMINATION
Omission of Details Omission of Evidence on
Moderators Telling the Story to the
Profession
RESEARCH TO PRACTICE: The Role of Practitioners in Evidence Based Interventions (EBIs)
What are the Big Issues?
Research to Practice (cont.) Issues surrounding the role
of practitioners in the development and use of evidence-based interventions (EBIs).
Issues related to the research-practice gap.
Next Step Agendas Review five assumptions that
guide the integration of EBIs into practice.
Suggest potential solutions to problems surrounding the adoption of EBIs in practice.
Five Assumptions Guiding the Integration of EBIs into Practice Settings The development and use of
EBIs in practice needs to be a shared responsibility (agenda) among researchers and practitioners.
Implementation of EBIs in practice may require development and use of both practice guidelines and expert consensus guidelines.
(Assumptions cont.) Offering professionals a menu
of EBIs is insufficient to promote application in practice. Manuals and guidelines must be accompanied by additional strategies for effective integration of EBIs into practice.
Assumptions (Cont.) To close the research-practice
gap we must facilitate professional development for faculty and practitioners.
(Assumptions cont.) To strengthen the connection
between research and practice we must promote and use a scientist-practitioner model in graduate training and professional work, especially when evaluating intervention outcomes.
Shared Responsibility for EBI Development Involvement of Practitioners
on the Task Force Participation in Practice
Research Networks Evaluation of EBIs in Practice
With Case Studies and Ethnographic/Qualitative Methods
Development of Guidelines Practice Guidelines Expert Consensus Guidelines
AACAP Practice Parameters for the Treatment of Children and Adolescents with Conduct Disorders
A. Treat comorbid disorders (e.g., ADHD, specific developmental disabilities, intermittent explosive disorder, affective or bipolar disorder, anxiety disorder, and substance use disorder).
(cont.)B. Family interventions included parent
guidance, training, and family therapy.1. Identify and work with parental strengths.2. Train parents to establish consistent positive
and negative consequences and well-defined expectations and rules. Work to eliminate harsh, excessively permissive, and inconsistent behavior management practices.
3. Arrange for treatment of parental psychopathology (i.e., substance abuse).
(cont.)C. Individual and group psychotherapy
with adolescent or child. Technique of intervention (supportive versus explorative; cognitive versus behavioral) depends on patient’s age, processing style, and ability to engage in treatment. Usually a combination of behavioral and explorative approaches is indicated, especially when there are internalizing and externalizing comorbidities.
(cont.)D. Psychosocial skill-building training should
supplement therapy.E. Other psychosocial interventions should be
considered as indicated.1. Peer intervention to discourage deviant peer
association and promote a socially appropriate peer network.
2. School intervention for appropriate placement, to promote an alliance between parents and school, and to promote prosocial peer group contact. Vocational training may be useful.
3. Juvenile justice system intervention, including court supervision and limit-setting, and special programs when available.
(cont.)
4. Social services referral, to help the family access benefits and service providers, (e.g., case managers).
5. Other community resources, such as Big Brothers and Big Sisters programs, Friends Outside, and Planned Parenthood, as indicated.
(cont.)6. Out-of-home placement (crisis shelters,
group homes, residential treatment)7. Job and independent-living skills training
(pp. 1335-1345).
Source: From Steiner, H. (1997). Practice parameters for the assessment and treatment of children and adolescents with conduct disorder. American Academy of child and Adolescent Psychiatry, 36(10 Suppl), 1225-1395.
Guidelines Must Be Enhanced Use Enhanced Guidelines that
focus on context Use Enhanced Guidelines that
focus on theoretical mechanism for intervention
Use Enhanced Guidelines that focus on theoretical mechanisms for change (at the individual, classroom, and system levels)
Facilitate Professional Development Focus on Graduate Programs
and Practitioners in Schools Adopt Competency-Based
Models of Education Increases Acceptability Promotes Integrity of
Interventions
Promote Evaluation of Intervention Outcomes Consistent with the Scientist-
Practitioner Model Facilitate the Intervention
Utility of Assessment
Specific Task Force Strategies and Tactics to Guide The Use of EBIs in Practice
Develop a Practice Research Network in School Psychology
Promote Effectiveness Studies
Develop and use Consumer Guidelines for practitioners when implementing interventions
(Strategies and Tactics cont.)
Use Enhanced Guidelines for Interventions
Dissemination and Education Efforts
Practice Research Network Practitioners engaged in the
evaluation of EBIs Example: Hawaii Empirical
Basis to Services Task Force[Clinical Psychology: Science and Practice, 9 (2) 2002]
Promoting Effectiveness Studies Efficacy vs. Effectiveness Effectiveness Studies Focus on
Generalization of Interventions Moving Beyond Effectiveness
to “Real Life Study Design” (Hohmann & Shear, 2002)
Practitioner Partnerships Practice Evaluation of EBIs Establishing the Data Base for
Practice
Example Dimensions to Consider in Use of Evidence-Based Intervention in School Psychology Practice
Dimension Considered in Practice1. Does your client appear similar to
those described in the EBI?2. Are you able to replicate the
intervention based on the description provided in the manual and/or procedures?
3. Are the conditions of implementation of the EBI similar to those of your setting?
(cont.)
4. Are the measures you used to assess outcome identical to those used to establish the EBI?
5. Were all the measures recommended in the EBI used to evaluate the intervention?
6. Was ongoing evaluation (repeated assessment) of student progress conducted?
(cont.)
7. Have new outcome measures been added to the intervention evaluation?
8. Did you use an intervention manual or protocol that specified the intervention?
9. Can individual characteristics of students be identified that are related to intervention outcomes?
(cont.)10. When group intervention data are
reported, is the percentage of individuals showing the effect reported?
11. When individual data are reported, have the data been presented in graphic form?
12. Have the EBI positive effects reported in research been replicated with your student(s)?
(cont.)
13. Have you replicated the EBI more than once?
14. Have others in your school setting replicated the EBI?
15. Would you rate the effects as strong as the original EBI effects?
16. Would you rate the effects as clinically meaningful?
(cont.)
17. Did you and/or staff find the EBI acceptable for use in your school?
18. Was the EBI cost-efficient for implementation in your school?
19. Are there specific contextual factors in your setting that could account for the success or failure of the EBI?
(cont.)
20. Do you plan to adopt the EBI for future implementation in your setting?
Source: Adapted from: Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). The scientist practitioner: Research and accountability in the age of managed care.
Enhanced Guidelines for Interventions Understanding Basic Principles
of Change Understanding Indications and
Contraindications of EBIs Understanding Variability in
Intervention Implementation Problem Solving Strategies Evaluation of EBIs in Practice
Dissemination Efforts and Education Graduate Education Practice
Implications for Graduate Education Focus on Prevention/Intervention
Research Courses Focus on Prevention/Intervention
Content in the Curriculum Expand Faculty Through
Technology (no more renaissance faculty)
Implications for Practice Implications for Assessment Implications for Consultation Implications for Intervention
Implications for Practice: Assessment Emphasis on Screening to
Identify Students At-risk Emphasis on Assessment to
Plan Interventions Emphasis on Assessment to
Monitor Intervention Outcomes
Implications for Practice: Consultation Emphasis on Problem Solving Emphasis on Collaborative
Teaming Emphasis on Organizational
Development Consultation Emphasis on Professional
Development Activities
Implications for Practice: Intervention Emphasis on Prevention Emphasis on Multi-Level
Systems of Prevention Emphasis on Concomitant
Academic and Social/Emotional Intervention Focus
Emphasis on Intervention Responsiveness in Decision-Making
Summary and Conclusions This presentation provided an
overview of several guiding assumptions embraced by the Task Force on Evidence-Based Interventions in School Psychology.
Summary and Conclusions The assumptions can guide
specific strategies the school psychology community can use to move forward the agenda of integrating EBIs into graduate education and practice.
Summary and Conclusions The development of EBIs is a
shared scientific agenda among researchers and practitioners.
For Further Information, Contact:
Thomas R. Kratochwill, PhDSchool Psychology Program1025 West Johnson StreetUniversity of Wisconsin-MadisonMadison, Wisconsin 53706Phone: (608) 262-5912E-Mail: [email protected]