Rates of suicide and mental health challenges among youth have never been higher. An essential part of youth well-being, mental health and suicide prevention is that parents and other caregivers of youth are prepared to support their children in these challenging times. Asking IS Caring is a parent-caregiver network started in Eastern Washington to provide community education, peer to peer support to families struggling with youth suicide behavior/ death, and input to districts implementing mental health programming and supports. This grant will help put into place essential infrastructure to further develop and to sustain the parent-caregiver network as well as to evaluate programming stemming from the network’s activities. Asking Is Caring is supported by a curriculum designed to offer parents-caregivers an invitation to be present with their child. It offers opportunities for participants to problem solve, and questions they can ask of their child, the parent’s friends, and of themselves. Asking IS Caring provides practical steps to build protection from suicide in the home.
Practice Type: Educational settings (e.g. universities, schools)
Beliefs and Attitudes for Successful Implementation in Schools
This research developed and tested a pre-implementation intervention, based on Motivational Interviewing, as means of facilitating greater adoption of useful school-based practices among preventionists working in high schools.
A Hybrid Effectiveness-Implementation Trial of a School-based Teen Marijuana Check-Up
This research supports the conduct of a Type II hybrid trial, which compares via two-arm RCT features: 1) gold-standard vs. as-needed clinician coaching for school-based interventions over a two-year period, and 2) the clinical effectiveness of TMCU vs. services-as-usual among marijuana-using students.
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).
High potency cannabis policy legislative report
| Explore and suggest policy solutions in response to the public health challenges of high tetrahydrocannabinol potency cannabis. ADAI will host stakeholder sessions to gain perspectives, seek common ground, evaluate, and assess potential policy solutions culminating in a final recommendation report. |
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.
Beliefs and Attitudes for Successful Implementation in Schools (BASIS)
The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to evidence-based practice (EBP) implementation – Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – designed to improve school-based mental health providers’ implementation of EBP. The BASIS-T project will develop a teacher-focused pre-implementation motivation enhancement intervention that will be tested in the context of universal social, emotional, and behavioral program implementation.
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.
