Training In Evidence-based Interventions Research Articles

Feasibility of the Autism Navigator® JumpStart to Coaching in Everyday Activities course in South Africa

In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism. However, resource constraints limit access to quality training in evidence-based interventions. Web-based training may help fill this gap. This study examined the feasibility, acceptability and appropriateness of the web-based Autism Navigator® JumpStart to Coaching in Everyday Activities course for 26 non-profit organisation providers (10 specialists and 16 non-specialists) in South Africa. Quantitative and qualitative methods were used including a post-training survey. Sixteen providers (62%) completed the course over an average period of 5.58 months, with many completing the course during lockdown restrictions, suggesting time as a barrier to course completion. No provider characteristics were related to attrition, nor to the time taken to complete the course. Better English proficiency, higher education levels and more positive attitudes to implementing an evidence-based intervention were associated with the number of attempts needed to pass some learner assessments, and to perceptions of course feasibility, acceptability, and appropriateness. Adaptations in the training delivery (using a group format and local group conference calls) and inclusion of South African video clips were identified as potential facilitators to acceptability and appropriateness. Lay Abstract In low-resource settings, non-profit organisations play an essential role in providing services and support for families with young children with autism, including in Africa. However, non-profit organisation service providers may not have access to quality training in proven intervention methods. Web-based or online courses may help to meet this need. In this study, we invited a group of specialist (10) and non-specialist (16) non-profit organisation providers in South Africa to complete a web-based course, Autism Navigator® JumpStart to Coaching in Everyday Activities, a 20-h self-paced course that provides training in an evidence-based parent coaching intervention called Early Social Interaction. We evaluated acceptability, appropriateness, and feasibility of the training. Of the 26 who enrolled, 16 completed the course (7 specialists and 9 non-specialists). All providers found it difficult to find time to do the course until the lockdown restrictions due to COVID-19, when most completed the course. Those whose first language was not English experienced more difficulties with two of six learner assessments and those who were not clinical specialists had more difficulty with the coaching strategies learner assessment. Most providers rated the course highly feasible, acceptable, and appropriate stating that the course content was very valuable and helpful in equipping them to serve their families. They felt the extensive video clips and regular meetings with a local trainer helped them engage with and understand the material. They suggested that including South African video clips would make the course more relatable. The fact that the course was web-based was identified as a strong benefit, especially during COVID-19 restrictions.

Pilot Study of an Online Parent-Training Course for Disruptive Behavior with Live Remote Coaching for Practitioners.

Many clinicians find it challenging to obtain training in evidence-based interventions, including behavioral parent training, which is considered the front-line treatment for children with disruptive behaviors (Chacko et al., 2017). Workshops, ongoing consultation, and feedback provided in person are effective, yet are rarely feasible for clinicians in the field (Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010). The purpose of the present study was to conduct a preliminary assessment of an online tutorial combined with live remote coaching for training mental health professionals in behavioral parent training. Participants in this pretest-posttest open trial were 22 clinicians and graduate students (73% female) from around the United States. The web platform operated successfully, and clinicians found the training to be highly satisfactory. Compared to pre-training, participants demonstrated large improvements in knowledge about disruptive behavior and behavioral parent training and performed significantly better on demonstrations of skill in administering behavioral parent-training components. An online course combined with live remote coaching is a promising methodology for significantly increasing the number of clinicians trained in evidence-based interventions for disruptive behavior in children. Next steps for evaluation and expansion of this training model are discussed.

NewAccess for depression and anxiety: adapting the UK Improving Access to Psychological Therapies Program across Australia.

NewAccess is a Low Intensity Cognitive Behaviour Therapy (LiCBT) early intervention pilot, for mild to moderate depression and anxiety. In November 2015 the Australian Government Review of Mental Health Programmes and Services specifically highlighted the program, stating, "Primary Health Networks will.…be encouraged and supported to work towards better utilisation of low intensity 'coaching' services for people with lesser needs, building on evaluations of programmes such as the NewAccess model of care, and the Improving Access to Psychological Therapies model of stepped care implemented in the United Kingdom." NewAccess runs in three sites (Adelaide, Canberra and North Coast New South Wales) based on the successful UK Improving Access to Psychological Therapies (IAPT) model. NewAccess involves training in evidence-based interventions, regular clinical supervision and recording outcome measures every session. Key performance indicators include functional recovery,loss of diagnosis, return to employment and early intervention. Adaptation to Australia accommodated contextual issues such as geographical isolation and infrastructure of the healthcare system. Initial recovery rates and projected economic viability for NewAccess are very promising, supporting wider adoption of an IAPT model across Australia. In addition it has resulted in the emergence of a new Australian workforce in community mental health with the LiCBT 'Coach'.

Disseminating ASD Interventions: A Pilot Study of a Distance Learning Program for Parents and Professionals

There is a need for the adaptation of training in evidence-based interventions to non-traditional methods, particularly for individuals working with children with autism spectrum disorders (ASD). An internet-based self-directed distance learning program was created to teach reciprocal imitation training, a naturalistic behavioral intervention aimed at increasing imitation in children with ASD. A single-subject multiple-baseline design study evaluated the effect of the program on changes in therapist (sample 1) and parent (sample 2) knowledge and behavior, and changes in child behavior. Adult participants improved their knowledge and use of the intervention techniques, and child participants improved their rates of imitation. Results suggest that a self-directed distance learning program may be effective for disseminating evidence-based practices to individuals working with children with ASD.

Professional Development in TBI for Educators

Effective instructional and behavioral support strategies implemented by trained educators can help mitigate the academic and behavioral challenges associated with childhood brain injury. However, the training provided by university teacher preparation programs is clearly inadequate, a problem that cuts across the professions that work with school-aged students. Educators need training in methods validated for students with traumatic brain injury (TBI) and in adapting strategies validated for students with other disabilities. Almost 10 years after Ylvisaker and colleagues proposed a research and professional development agenda in the area of teacher training, students with TBI continue to be underserved and underidentified for educational supports. Effective staff development practices for educators must include training in evidence-based interventions, supervised practice with new skills, and continued mentoring, feedback, and consultation in the school setting. Two models currently in use-the TBI Consulting Team and BrainSTARS models-incorporate those features. Preliminary evidence suggests that these models help teachers feel more prepared and knowledgeable in working with students with TBI. Given the urgent needs of students with TBI, validating these promising practices should be a high priority for the field of pediatric brain injury.

National dissemination of effective parenting programmes to improve child outcomes

Although living standards have increased in the past 40 years, children's behaviour problems have become worse. Good parenting can help by maximising children's potential and promoting resilience. Effective programmes are available that improve parenting, but unfortunately ineffective approaches are still used widely. A new National Academy for Parenting Practitioners has been set up in England, which offers free training in evidence-based interventions and conducts research to increase their effectiveness.

A survey of school psychologists' knowledge and training in child psychopharmacology

A national sample of 320 school-based, practicing members of the National Association of School Psychologists provided information on (a) their caseloads receiving medications, (b) types of school psychopharmacology training opportunities available and perceptions of their current training in child psychopharmacology, and (c) information about consultative efforts in monitoring medication effects on school functioning. Results indicated that almost one of every four cases seen by survey participants were being treated with psychotropic medications; nearly all respondents have engaged in consultation related to medication evaluations. Professional workshops and independent reading were the most utilized training opportunities, and participant responses indicated an overwhelming need for basic educational training to improve knowledge and consultation in this area. Implications of these findings on training in evidence-based interventions and current practice are discussed as school psychologists experience legislative pressure to diminish their collaborative involvement in medication treatment consideration and evaluation. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 623–633, 2006.

Training in Evidence-Based Interventions (EBIs): What are school psychology programs teaching?

This study examined the degree to which school psychology programs provided training in Evidence-Based Interventions (EBIs). Survey data were collected from 97 school psychology training directors to assess their familiarity, level of student exposure, and perceived importance of EBIs. This study also examined the contextual factors that interfere with EBI training, and whether students are taught to apply the criteria developed by Divisions 12, 16, and 53 of the APA when evaluating outcome research. Results indicated that relatively low percentages of respondents were familiar with the EBIs included on the survey, exposure to EBIs occurred more frequently in coursework than practical experiences, and EBIs were rated as either somewhat important or important. Lack of time was rated as the most serious challenge to EBI training and a high percentage of directors reported students were taught to apply the criteria developed by professional organizations in psychology and education when evaluating outcome research.