Evaluation of a Remote Training Strategy for School Personnel
Abstract
An increasing number of schools in rural settings are employing the multi-tier positive behavioral interventions and supports (PBIS) framework to improve school-climate. PBIS can also be used as a framework for the adoption and integration of evidence-based practices (EBPs) for children's mental health concerns. A key challenge is that school personnel need technical assistance (training plus ongoing consultation) in order to implement EBPs with fidelity. In urban and suburban schools, this support can be provided to school staff on site. However, providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, video technology has been recommended for the training of behavioral health staff (BHS) in under-served rural communities.
Conditions: Behavior Disorders.
Primary outcome: Measures of content fidelity for group cognitive-behavioral treatment (GCBT); Measures of content fidelity for Check-in, Check-Out; Measures of process fidelity; Perceived adoption and penetration; Changes in student mental health symptoms from Baseline to Post Intervention; Changes in academic engagement from Baseline to Post Intervention; Changes in externalizing and internalizing problems.
Enrollment: 140 participants.
How strong is the evidence?
Evidence Hub reads this as a clinical trial, done in people. Its evidence level is 3 of 5 (Moderate · trial / cohort / secondary analysis). Trials without a large randomized design, cohorts and secondary analyses give moderate evidence. Reported size: 140 participants or records.
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