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Quality Improvement in School Mental Health (K Award)
OBJECTIVES: 1. To critically evaluate and adapt evidence-based reviews, practice
parameters, and a standardized CBT intervention for childhood post traumatic
stress disorder (CBITS), for use in special education. METHODS: This project applies the QUERI framework to improving mental health services for special education students. The first step in this framework is identifying a high risk and high volume disorder upon which to focus the quality improvement effort. Next in the QUERI framework is to identify best practices. Although there are practice parameters or PTSD and an evidence-based review of PTSD treatments, there are few studies that have studied PTSD and other trauma symptoms in the school setting and even fewer who have looked at how to intervene with special education students. After best practices are identified, the next step in the framework is to define variations from best practices and determinants. The final steps of the QUERI model, documenting that best practices improve outcomes and documenting improved quality of life and integrating successful interventions into routine policy and procedures, will be addressed following this career development award. Focus groups have been conducted with school psychologists and social workers who provide services for students in special education. A group of these clinicians have now been trained in CBITS and will be collaborating with Dr. Kataoka in adapting the intervention for students in special education. FINDINGS/RESULTS: Focus groups of special education clinicians have identified that there is a need for training in evidence-based treatments, especially those focusing on internalizing disorders such as anxiety, PTSD, and depression. They reported that manual based treatments such as CBITS are conducive to their practices, but that support materials would need to be adapted for students with low reading abilities. More graphic representations of concepts would be needed and a de-emphasis of written "homework" would be more acceptable to this population. STATUS: Piloting of CBITS of special education groups will be occurring next school year (2006-2007) and further adaptations will be made to the CBITS protocol. IMPACT: The results from this study will provide valuable information about the feasibility and challenges that exist in implementing this program for special education students and ways in which changes to the program should be made. To what extent a more rigorous cultural adaptation of this program is needed, will also be explored. Current providers could serve as expert trainers and be used as leaders in the school community for a larger scale study. |
Principal Investigator: Sponsored by: |
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Last updated on 4/11/2007 |