This project involved an anonymous needs assessment for 6th through 12th graders in Washington to collect data on what students thought was going well, what challenges they had encountered, and what their needs were as schools replied to largely in-person instruction following a largely virtually year because of the COVID-19 pandemic.
Patient Population: Children
Exploring mechanisms of change in a pilot trial of the RUBI Program in educational settings
The purpose of this study is to: 1) compare schools randomized to the RUBIES intervention or a usual-care in-service training on teacher burnout and disruptive behavior in children with autism spectrum disorder; and 2) test RUBIES’ mechanisms of change (knowledge and skills) on teacher (burnout), child (disruptive behavior), and implementation outcomes (fidelity).
Initial efficacy trial of a group-based implementation strategy designed to increase teacher delivery of evidence-based prevention programs
The purpose of this project is to test the effects of BASIS-T (Beliefs and Attitudes to Support Implementation in Schools – Teachers) on the implementation and student outcomes of evidence-based prevention programs (EBPP) via a hybrid type 3 implementation-effectiveness trial. Failing to address individual-level motivational factors of implementers is especially costly, as individual behavior change is ultimately required for successful EBPP implementation, even when organizational factors such as evidence-informed policy, supportive leadership, and effective training are in place. Hybrid type 3 trials allow for testing the effects of implementation strategies, as well as observing the reproducibility of particular EBPPs — in this case, CHAMPS, a universal classroom management program for improving student social, behavioral, and academic outcomes.
A Research Institute for Implementation Science in Education (RIISE) to address the “Last Mile” in education
Longstanding gaps between science and practice in schools have contributed to a persistent “last mile” problem in which education research consistently fails to reach the individuals for whom it was intended. Implementation research is an emerging scientific study in education of methods to promote the systematic uptake of research findings and evidence-based programs and practices into routine services. The purpose of this three-year methods training grant is to increase the number of education scholars with expertise in conceptualizing, designing, and executing implementation research studies. We propose to establish a Research Institute for Implementation Science in Education (RIISE) that will provide training and mentorship to increase human intellectual capital devoted to implementation research study design in education and build a network of implementation scientists devoted to bridging the “last mile.”
Helping Educational Leadership Mobilize Evidence (HELM): an organizational intervention to promote strategic implementation in schools
This project will adapt and test a leadership-focused implementation strategy targeting elementary school principals in buildings where universal social, emotional, and behavioral programs are being implemented.
Development and testing of a research-based Tier 3 Wraparound model for schools
This project will adapt the defined, research-based, Wraparound care coordination model for youth with complex behavioral health needs to the education environment, including training curricula, installation protocols, fidelity measures, and other components. The project will initially convene national experts and local stakeholders who will review and aid in iterative refinement of materials, followed by a small-scale pre-post pilot, and culminating in a small-scale randomized pilot study comparing proximal and distal outcomes for 60 students in 6 elementary schools assigned to the “Tier 3 Wraparound” protocol versus services as usual.
Disseminating a user-friendly guide: Advancing the science of intervention adaptation and improving access to evidence-based psychological treatment
Adaptation of evidence-based practices and programs (EBPs) is a necessary component of the implementation process. EBPs must be adapted to function with the constraints of real-world practice settings, providers’ expertise, and patients’ needs. The science of intervention adaptation is hungry for well-defined methods of EBP adaptation to guide decision making. A how-to guide for EBP adaptation titled MODIFI: Making Optimal Decisions for Intervention Flexibility during Implementation, is under development with NIMH funding (F32 MH116623). MODIFI will be disseminated via multiple strategies locally, nationally, and internationally. Dissemination of MODIFI will improve the practice of intervention adaptation by providing practitioners with a how-to guide that is (a) evidence-based, (b) usable, and (c) supported by the expert consensus of implementation practitioners and researchers.
Clinical study of cannabidiol in children and adolescents with Fragile X (CONNECT-FX) & Open-Label Extension (CONNECT-FX OLE)
To evaluate the efficacy of ZYN002 administered as a transdermal gel formulation, for up to 12 weeks, in patients ages 3 to <18 years, in the treatment of symptoms of Fragile X Syndrome (FXS).
A randomized, double-blind, placebo-controlled study of the safety, tolerability, and efficacy of Arbaclofen in subjects with 16p11.2 deletion (16p del)
To examine the safety, tolerability, and efficacy of arbaclofen for the treatment of neurodevelopmental impairments in subjects with 16p11.2 deletion
Autism biomarkers consortium for clinical trials
This is a multicenter longitudinal study that aims to identify, develop and validate a set of measures that can be used as stratification biomarkers and/or sensitive and reliable objective measures of social impairment in ASD that could serve as markers of long term clinical outcome.
