Breakout J – May 16, 2013
1. Evaluation of the Success of a Statewide EBP Scale-Up Project: The Children’s Administration-University of Washington EBP Partnership
Presenter: Eric Bruns, PhD
Authors: Eric Bruns, PhD,1 Eric Trupin, PhD,1 Suzanne Kerns, PhD,1 Sarah Walker, PhD,1 Andrea Negrete, MEd,1 Rima Ellard, MSW,1 Tim Kelly,2 & Tammy Cordova, MSW2
1University of Washington; 2Washington State Children’s Administration
Abstract: In 2012, the Washington State Children’s Administration (CA) and the University of Washington (UW) Division of Public Behavioral Health and Justice Policy (PBHJP) launched an initiative to expand availability and utilization, and improve fidelity and outcomes of evidence-based practices (EBP) relevant to core child welfare outcomes of child safety, permanency, and well-being. This presentation will describe how key theoretical models for implementation science (e.g., Fixsen et al., 2005; Proctor et al., 2004; Shortell et al., 2009) were used to (1) create a logic model for the project, (2) develop core implementation strategies, (3) identify key indicators of success, and (4) keep the project and its collaborators organized as the Partnership evolved over time. The presentation will go on to present data on our identified indicators of success, such as number of providers trained, number of agencies implementing EBPs, rate of EBP referrals, rate of providers meeting criteria for fidelity, rate of billed units of service, and associations between EBPs and child welfare outcomes. We will conclude with a discussion of how these results point to the successes and challenges faced by this innovative state-academic partnership.
2. Reviewing the Use of Research-Community Partnerships to Facilitate Implementation of Evidence-Based Practices in Children’s Community Services
Presenter: Nicole Stadnick, MS
Authors: Nicole Stadnick, MS, MPH,1,2 Lauren Brookman-Frazee, PhD,2,3 Aubyn Stahmer, PhD,2 Amy Herschell, PhD,4 & Ann Garland, PhD2,5
1SDSU/UCSD Joint Doctoral Program in Clinical Psychology; 2Child & Adolescent Services Research Center; 3Department of Psychiatry, University of California, San Diego; 4University of Pittsburgh School of Medicine; 5University of San Diego
Abstract: There is growing conceptualization of research-community partnerships (RCPs) in implementation models as critical in facilitating the uptake and sustainability of evidence-based practices (EBPs) in community-based services. There are a growing number of RCPs in the field of mental health services, particularly within pediatric service settings. The purpose of this study is to examine RCPs that have been used to adapt EBP interventions, training, and broader implementation models to address mental health and behavioral issues for children served in community-based service systems. Through a comprehensive literature and grants search, independent review and consensus coding, 38 studies using RCPs for these purposes were identified. A web-based survey completed by project principal investigators and community partners will be used to characterize the use of RCPs by examining: (1) characteristics of research studies using RCP models; (2) RCP functioning, processes, and products; (4) processes of tailoring EBPs for implementation in the community; and (3) investigator perceptions of the benefits and challenges of collaborating with community providers and consumers. Respondents included 28 PIs and community partners reporting on 18 studies involving RCPs. Survey data were analyzed using mixed quantitative and qualitative methods. Common themes may inform future collaborative projects and the development of RCP theory.
3. Developing the Autism Model of Implementation for ASD Community Providers: Use of a Research-Community Partnership
Presenter: Amy Drahota, PhD
Authors: Amy Drahota, PhD,1,2 Gregory A. Aarons, PhD,2,3 & Aubyn C. Stahmer, PhD2,3
1San Diego State University; 2Child & Adolescent Services Research Center; 3University of California, San Diego
Abstract: ASD community providers (ASD-CPs) provide services to children with any severity of ASD symptoms using a combination of treatment paradigms, some with an evidence-base and some without. When evidence-based practices (EBPs) are successfully implemented by ASD-CPs, they can result in positive outcomes. Despite this, EBPs are often implemented unsuccessfully and other treatments used by ASD-CPs lack supportive evidence, especially for school-age children with ASD. While it is not well understood why ASD-CPs are not implementing EBPs, organizational and individual characteristics likely play a role. An academic-community collaboration (ACC) partnering ASD-CPs and researchers will develop the autism model of implementation (AMI), a systematic process specifically for use by ASD community-based agencies to facilitate implementation of EBPs. Using social networking and focused recruitment strategies, 13 members have joined the ACC, and begun building the collaborative. Using mixed methods, the purpose of this study is to evaluate the (1) development, (2) collaborative process, (3) function, and (4) tangible products (i.e., the AMI and related materials) of the ACC. Qualitative and quantitative data will be integrated and analyzed using triangulation, expansion, and complementarity. This study is designed to address the real-world implications of EBP implementation in ASD community-based agencies.