National Technical Assistance Research Articles

Supporting Implementation Through Online Learning Communities: Lessons Learned From a National Training and Technical Assistance Network.

Recent implementation science frameworks highlight the role of training and technical assistance (TTA) in building workforce capacity to implement evidence-based practices (EBPs). However, evaluation of TTA is limited. We describe three case examples that highlight TTA by three regional centers in the national Mental Health Technology Transfer Center (MHTTC) network. Each MHTTC formed Learning Communities (LCs) to facilitate connections among behavioral health professionals with the goals of sharing implementation strategies, discussing best-practices, and developing problem solving techniques. Data on outcomes were collected through a combination of self-report surveys and qualitative interviews. LC participants reported strong connectedness, gains in knowledge and skills, improvements in implementation capacity, and intentions to advocate for organizational and systems-level change. Furthermore, across the case examples, we identified LC characteristics that are associated with participant perceptions of outcomes, including tailoring LC content to workforce needs, providing culturally relevant information, engaging leaders, forming connections among participants and trainers, and challenging participants' current workplace practices. These findings are interpreted through the lens of the Interactive Systems Framework, which focuses on how TTA, such as LCs, can facilitate connections between the theoretical and empirical foundations of interventions and the practices of implementing interventions in real-world settings to advance workforce capacity.

Technical Assistance for Systemic Change: Lessons Learned From a National Technical Assistance Center.

Despite the millions of dollars awarded annually by the United States Department of Education to build implementation capacity through technical assistance (TA), data on TA effectiveness are severely lacking. Foundational to the operationalization and consistent research on TA effectiveness is the development and use of standardized TA core competencies, practices, and structures. Despite advances toward a consistent definition of TA, a gap still exists in understanding how these competencies are used within an operationalized set of TA practices to produce targeted outcomes at both individual and organizational levels to facilitate implementation of evidence-based practices. The current article describes key insights derived from the evaluation of an operationalized set of TA practices used by a nationally funded TA center, the State Implementation & Scaling Up of Evidence Based Practices (SISEP) Center. The TA provided by the Center supports the uptake of evidence-based practices in K-12 education for students with disabilities. Lessons learned include: (1) the need to understand the complexities and dependencies of operationalizing TA both longitudinally and at multiple levels of the system (state, regional, local); (2) the relative importance of building general and innovation-specific capacity for implementation success; (3) the value of using a co-design and participatory approach for effective TA delivery; (4) the need to develop TA providers' educational and implementation fluency across areas and levels of the system receiving TA; and (5) the need to ensure coordination and alignment of TA providers from different centers. Gaining an understanding into optimal TA practices will not only provide clarity of definition fundamental to TA research, but it will also inform the conceptual framing and practice of TA.

Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI

This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.

Internet of Things National Training and Technical Assistance Program (DOJ)

Internet of Things National Training and Technical Assistance Program (DOJ)

National Council launches CCBHC S‐TAC online

The National Council for Mental Wellbeing, a partner of Innovations Institute, launched the new Certified Community Behavioral Health Clinic State Technical Assistance Center (CCBHC S‐TAC) online, the weekly e‐newsletter, TA Telegram, reported on Feb. 26. The Substance Abuse and Mental Health Services Administration's CCBHC S‐TAC is a national technical assistance (TA) center dedicated to supporting states as they implement and advance the CCBHC model. This new resource aims to help state officials improve access to and quality of mental health and substance use services through the CCBHC model. According to the National Council, its team of CCBHC experts are available to partner with states to provide customized tech‐nical assistance to support the uptake of integrated care through the CCBHC model.

Perspective: Leveraging Electronic Health Record Data Within Food Is Medicine Program Evaluation: Considerations and Potential Paths Forward

Government, health care systems and payers, philanthropic entities, advocacy groups, nonprofit organizations, community groups, and for-profit companies are presently making the case for Food is Medicine (FIM) nutrition programs to become reimbursable within health care services. FIM researchers are working urgently to build evidence for FIM programs’ cost-effectiveness by showing improvements in health outcomes and health care utilization. However, primary collection of this data is costly, difficult to implement, and burdensome to participants. Electronic health records (EHRs) offer a promising alternative to primary data collection because they provide already-collected information from existing clinical care. A few FIM studies have leveraged EHRs to demonstrate positive impacts on biomarkers or health care utilization, but many FIM studies run into insurmountable difficulties in their attempts to use EHRs. The authors of this commentary serve as evaluators and/or technical assistance providers with the United States Department of Agriculture’s Gus Schumacher Nutrition Incentive Program National Training, Technical Assistance, Evaluation, and Information Center. They work closely with over 100 Gus Schumacher Nutrition Incentive Program Produce Prescription FIM projects, which, as of 2023, span 34 US states and territories. In this commentary, we describe recurring challenges related to using EHRs in FIM evaluation, particularly in relation to biomarkers and health care utilization. We also outline potential opportunities and reasonable expectations for what can be learned from EHR data and describe other (non-EHR) data sources to consider for evaluation of long-term health outcomes and health care utilization. Large integrated health systems may be best positioned to use their own data to examine outcomes of interest to the broader field.

Nita M. Lowey 21st Century Community Learning Centers National Technical Assistance Center (ED)

Nita M. Lowey 21st Century Community Learning Centers National Technical Assistance Center (ED)

Effective Implementation Capacity to Impact Change Within State Education Systems to Support Students With Disabilities

There is a continued call for the use of practices supported by evidence to improve the quality and effectiveness of services provided for students with disabilities. Despite best intentions, our education systems continue to struggle to adopt these practices and transfer them into consistent, sustained use by practitioners. Implementation science, the multi-disciplinary study of methods and strategies to promote use of research findings in practice, seeks to address this by providing frameworks to guide creation of conditions that facilitate use of evidence-based practices. The present article describes how an implementation science approach, Active Implementation Frameworks, was used by a national technical assistance center to cultivate systemic change and create improved outcomes for students with disabilities within several state, regional, and local education agencies. A summary of the lessons learned thus far and resulting considerations for practice and policy are presented. A key lesson was that state education agencies (SEAs) supporting districts and schools in implementation of a specific, educator–student-level practice realized improved outcomes for their students with disabilities. SEAs implementing frameworks or processes without an operationalized and measurable educator–student- level practice had limited or no evidence of improved student outcomes.

Evaluation of a systems-level technical assistance program to support youth with complex behavioral health needs

The National Technical Assistance Network for Children’s Behavioral Health (TA Network) supports the development and implementation of Systems of Care (SOC) for youth with serious emotional disorders and their families in states, tribes, territories, and communities throughout the United States. The purpose of the current research was to conduct an evaluation of the TA Network to assess: The degree to which it has deployed research-based elements of TA; levels of participant satisfaction; types and scope of TA services provided; and systems-level outcomes. Study participants were drawn from a stratified random sample of SOC grant recipients who received technical support from the TA Network between 2013 and 2017. Results suggest that the TA Network has encompassed research-based elements of effective TA. Participants rated their interactions with the network very highly, and they accessed a wide variety of resources from the network. Finally, participants reported a variety of systems-level outcomes associated with TA Network support. Together, these findings underscore the importance of structuring TA systems to tailor support to fit with recipients’ needs, build positive, proactive relationships, and offer services of sufficient dosage. Given the lack of rigorous evaluations on provision of TA, future studies can confirm the degree to which such tailored approaches to TA result in increased satisfaction, more effective implementation of SOC principles, and ultimately improved outcomes for youth and families.

National Technical Assistance Center – Inclusive Practices and Policies (ED)

Federal Grants & ContractsVolume 46, Issue 6 p. 1-1 Grants alerts National Technical Assistance Center – Inclusive Practices and Policies (ED) First published: 12 February 2022 https://doi.org/10.1002/fgc.32209Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume46, Issue617 February 2022Pages 1-1 RelatedInformation

The Need to Incorporate Diversity, Equity, and Inclusion: Reflections from a National Initiative Measuring Fruit and Vegetable Intake

The Need to Incorporate Diversity, Equity, and Inclusion: Reflections from a National Initiative Measuring Fruit and Vegetable Intake

SYSTEMS OF CARE: A PRIMER FOR CHILD AND ADOLESCENT PSYCHIATRISTS

This Clinical Perspectives will provide an overview of the key principles and concepts of systems of care to child and adolescent psychiatrists. The presentation will also review training issues and recent challenges addressed by systems of care and discuss the ongoing evolution of the approach. These presentations will result from a review of the literature with a focus on the recent AACAP Clinical Updates and Systems-Based Practice Tool Kits for trainees. In addition, speakers will present from their experiences as clinicians and policymakers in child-serving systems of care organizations. William David Lohr, MD, will define the core values and guiding principles of systems of care. Kaye McGinty, MD, will review training issues related to preparing future child and adolescent psychiatrists for a systems-based practice. Lisa Fortuna, MD, MPH, will address current trials including disaster readiness and the COVID-19 pandemic, and how the systems of care philosophy may address these challenges. Jeff Bostic, MD, EdD, will review strategies that the National Training and Technical Assistance Center for Child, Youth, and Family Mental Health (NTTAC) employs to implement more effective systems of care programs. Melinda Jane Baldwin, PhD, LCSW, will address the future structure that systems of care may take as they evolve to better serve youth and families. Justine Larson, MD, will take themes of all presentations to summarize the essential elements of systems of care that are crucial for child and adolescent psychiatrists to understand. Systems of care approaches continue to evolve to improve the lives of youth and families to overcome challenges and reduce disparities. Training the future generation of child and adolescent psychiatrists in systems of care philosophies and practices will help clinicians better utilize their talents and skills within a systems-based practice.

56.4 STRATEGIES THAT THE NATIONAL TRAINING AND TECHNICAL ASSISTANCE CENTER FOR CHILD, YOUTH, AND FAMILY MENTAL HEALTH (NTTAC) EMPLOYS TO IMPLEMENT A MORE EFFECTIVE SYSTEM OF CARE PROGRAM

Participants will learn how the National Training and Technical Assistance Center for Child, Youth, and Family Mental Health (NTTAC) works with SAMHSA grantees and other communities to help develop systems of care. NTTAC is a partnership between 7 organizations with a history of serving the mental health workforce and systems of care nationwide. NTTAC is organized around 6 “Transformation Teams” that each provide trainings, technical assistance, and resources on a specific area of expertise. An array of learning events is offered at no cost to participants, including mental health professionals, primary care providers, peers, educators, systems leaders, and other youth-serving professionals. Jeff Bostic, MD, EdD, Clinical Director Lead for the Clinical Practice and Health Care Team, will explore how NTTAC partners with states, tribes, territories, and communities to help develop effective and efficient delivery systems that benefit children, youth, and young adults with behavioral health needs and their families. Participants will understand the role of NTTAC to provide innovative, responsive, and multimodal training and technical assistance (TTA) that supports systems-level change and the advancement of evidence-based, culturally responsive practice. They will learn how to access progressive learning opportunities to support different needs and audiences, ranging from intensive consultation to peer learning exchanges to multiday training events. Child and adolescent psychiatrists can access NTTAC to receive training, technical assistance, and resources to build or enhance system-of-care communities and serve young people with or at risk for severe mental illness or serious emotional disturbances.

National Ashanti Alert Network Training and Technical Assistance Program (DOJ)

National Ashanti Alert Network Training and Technical Assistance Program (DOJ)

Development and Validation of the Secondary Transition Fidelity Assessment

In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students atrisk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators ( N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis that resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses.

In the current investigation, we reviewed the literature on communication interventions for individuals with intellectual and developmental disabilities (IDD) on college campuses. Eight studies met our inclusion criteria. Data were extracted related to participant demographics (e.g., disability, response form, type of postsecondary program) and study variables (e.g., design, settings, intervention). We evaluated the methodological quality of each study using the National Technical Assistance Center on Transition's Quality Indicator Checklist for single-case design studies. Results indicated a dearth of literature in this critical area and that extant literature reflected a primary research emphasis on the use of multi-component packages to teach communication skills to students with mild or no intellectual disability. Limitations and implications for research and practice for transition professionals and university campus providers are discussed.

The Quality of Healthcare System of Level 1 Hospitals in Northern Negros Occidental

Healthcare is a primary concern of everyone. The United Nations Sustainable Development Goals recognize the importance of healthcare, ensuring healthy lives for all. Hence, healthcare organizations worldwide are interested in achieving better quality and performance. The Philippines supports this thrust towards achieving universal health coverage. The Philippine Health Agenda for 2016 to 2022 focus on recognizing the advancement and protection of public health. It has to discourse not just the universal and equitable delivery of health care but also the economic, social, and environmental dimensions of health concerns. The enactment of the Local Government Code provided that local government units deliver public health services with the national government's technical assistance through the Department of Health (DOH). Thus, this study describes and compares the level of quality of hospital healthcare system of Level 1 Hospitals in Northern Negros Occidental in the areas of hospital management, patient care management, and service delivery as assessed by implementers and patients' folks when they are taken as a whole and when grouped according to their designation. Likewise, it identified the challenges encountered by implementers and recommendations of patients' folks to improve the healthcare system of hospitals.

Transformative Student Voice: Extending the Role of Youth in Addressing Systemic Marginalization in U.S. Schools

Abstract The approach and case example described in this article build on and extend the role of student voice and authentic youth–adult partnerships in prior work of the National Center for Culturally Responsive Educational Systems (2009), a national technical assistance and dissemination center funded by the U.S. Department of Education’s Office of Special Education Programs. I describe and illustrate how the conceptual tools of critical consciousness, systemic change, and transformative student voice are applied to a process of critical civic inquiry within one school community where students and adults come together to identify issues of racial inequity that need to be addressed through policy and practice shifts, along with ongoing work to remedy these issues.

Developing an Evidence-Based Technical Assistance Model: a Process Evaluation of the National Training and Technical Assistance Center for Child, Youth, and Family Mental Health

The National Training and Technical Assistance Center for Child, Youth, and Family Mental Health (NTTAC) supports the development and implementation of systems of care (SOC) for youth with serious emotional disorders (SED) and their families. This article presents results from a process evaluation of NTTAC, conducted to support the Center’s quality improvement and contribute to the knowledge base around provision of technical assistance (TA). The evaluation used a mixed methods approach with data collection focused on a defined subset of NTTAC TA recipients—recipients of federal Comprehensive Community Mental Health Services for Children SOC grants. Data sources included coded administrative records from SOC grant sites, administrative data from NTTAC, standardized measures of SOC development, and stakeholder survey data. Results indicate that TA dosage matched needs and goals of TA recipients (SOC sites), overall levels of satisfaction with TA were high, and TA content was generally aligned with need. TA recipients reported significant progress on indicators of SOC development over time. Together, these findings suggest that it is possible to develop TA methods that reflect the level and type of TA recipients’ goals and needs, and, in turn, positively impact SOC development and behavioral health service delivery.

Co-creative technical assistance: essential functions and interim outcomes

Background A large national technical assistance (TA) centre in the US provides TA to Head Start regions to help strengthen their use of implementation science frameworks. In administration of TA to regions, the centre has used a ‘co-creation’ model. Aims and objectives This paper describes the co-creative TA approach, including level of dosage (frequency and duration) provided, and interim outcomes achieved. Methods The descriptive paper relies on secondary data analyses of information gathered in the course of delivering the technical assistance. The information gathered included observations of events, surveys, and listening sessions with TA participants. Findings Analyses revealed that the TA providers were successful in the provision of co-created TA and that interim outcomes of trust, mutual accountability, and some integration of implementation science concepts into ongoing regional work were achieved. Discussion and conclusions The TA providers succeeded in delivering TA that was perceived by both observers and participants as involving participants and being tailored to their settings and needs. Limitations include a small sample that was selected based on interest and readiness for engaging in TA and descriptive analyses that did not allow for claims of causality. The promising co-creation approach deserves additional exploration and may provide guidance to others designing technical assistance.