Beliefs and Attitudes for Successful Implementation in Schools (BASIS)

NCT03791281 | Completed

• 2 other identifiers: 521391R21MH108714
• Study Type: interventional
• Target: 35
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to EBP implementation - Beliefs and Attitudes for Successful Implementation in Schools (BASIS) - designed to improve school mental health providers' implementation of EBPs. BASIS is intended to be a feasible and scalable first-line or adjunctive implementation enhancement intervention that is facilitative of other efforts (e.g., organizational interventions) that target high quality EBP implementation. Aims of this study are to: (1) Adapt an existing, theory-driven implementation intervention (BASIS), previously used with educators, to improve the EBP implementation behaviors of school mental health providers; and (2) Assess the viability of a later clinical trial by: (a) establishing the feasibility, acceptability, and appropriateness of the BASIS intervention among school mental health providers, and (b) Pilot testing BASIS, as compared to an Attention Control, delivered as pre-implementation intervention prior to training in a specific, existing EBP. Key organizational factors (e.g., implementation climate) will also be evaluated and included as covariates and we will explore trends in the data to inform the design of a larger trial. Ultimately, BASIS offers an innovative and scalable approach to improving school mental health providers' uptake and use of EBPs in order to increase the number of youth with mental health problems who receive high quality services.

Conditions

Intervention Adoption; Implementation

Keywords

pre-implementation intervention; implementation strategy; individual-level barriers

Outcome Measures

Primary Outcomes (3)

• Change in Attitudes toward Evidence-Based Practices

  Evidence-Based Practice Attitudes Scale (EBPAS) is a widely used 26-item tool designed to assess evidence-based practice (EBP) attitudes with items measured on a 0-4 scale and 6 subscales: (1) likelihood of adopting if the EBP were a requirement; (2) likelihood of adopting if the EBP were appealing to you; (3) openness to new practices; (4) perceived divergence between current practices and EBPs; (5) fit of EBPs with current practices; and (6) burden of EBPs. Subscale and total scores are mean scores of items with a range of 0-4. Higher scores reflect more favorable attitudes (perceived divergence is reverse-coded).

  Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up

• Change in Subjective Norms

  Subjective Norms Scale is based on Theory of Planned Behavior (TPB) constructs. Two subscales measure two types implementation-related subjective norms: injunctive norms and descriptive norms. Four items load on each subscale and mean score range from -3 to +3, with positive scores reflecting more positive subjective injunctive and descriptive norms.

  Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up

• Change in Perceived Behavioral Control

  Perceived Behavioral Control Scale is a modified version of the Teacher's Self-Efficacy Scale, which has 10 items assessing perceived behavioral control in implementing evidence-based practices. Items are scored on a 1-4 scale with a total mean score ranging from 1-4. Higher scores reflect greater (i.e., more favorable) perceived behavioral control.

  Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up

Secondary Outcomes (2)

• Change in School Implementation Citizenship Behaviors

  Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up

• Change in Intentions to Implement

  Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up

Study Arms (2)

BASIS

EXPERIMENTAL

Received a 3-hour BASIS implementation strategy.

Behavioral: BASIS

Attention Control

ACTIVE COMPARATOR

Received a 3-hour session designed to control for dose, information provided, and presenter effects.

Behavioral: Attention Control

Interventions

BASIS BEHAVIORAL

BASIS

Attention Control BEHAVIORAL

Attention Control

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• School mental health providers (school psychologists, school social workers, etc.) recruited from middle and high schools in two economically and ethnically diverse districts in the Seattle area.

Sponsors & Collaborators

• University of Washington: lead
• National Institute of Mental Health (NIMH): collaborator

Study Sites (1)

University of Washington School Mental Health Assessment, Research, and Training (SMART) Center

Seattle, Washington, 98115-8160, United States

Location

Related Publications (1)

• Lyon AR, Cook CR, Duong MT, Nicodimos S, Pullmann MD, Brewer SK, Gaias LM, Cox S. The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention. Implement Sci. 2019 May 30;14(1):54. doi: 10.1186/s13012-019-0905-3.

  PMID: 31146788 DERIVED

Study Officials

• Aaron R Lyon, PhD

  University of Washington

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor, School of Medicine: Psychiatry: Childrens Division

Study Record Dates

• First Submitted: December 21, 2018
• First Posted: January 2, 2019
• Study Start: August 15, 2016
• Primary Completion: July 31, 2018
• Study Completion: July 31, 2018
• Last Updated: January 2, 2019

Record last verified: 2018-12

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)