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Beliefs and Attitudes for Successful Implementation in Schools (BASIS)

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details.
 
ClinicalTrials.gov Identifier: NCT03791281
Recruitment Status : Completed
First Posted : January 2, 2019
Last Update Posted : January 2, 2019
Sponsor:
Collaborator:
National Institute of Mental Health (NIMH)
Information provided by (Responsible Party):
Aaron Lyon, University of Washington

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.

Condition or disease Intervention/treatment Phase
Intervention Adoption Implementation Behavioral: BASIS Behavioral: Attention Control Not Applicable

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 35 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single (Participant)
Primary Purpose: Health Services Research
Official Title: Beliefs and Attitudes for Successful Implementation in Schools (BASIS)
Actual Study Start Date : August 15, 2016
Actual Primary Completion Date : July 31, 2018
Actual Study Completion Date : July 31, 2018

Arm Intervention/treatment
Experimental: BASIS
Received a 3-hour BASIS implementation strategy.
Behavioral: BASIS
Active Comparator: Attention Control
Received a 3-hour session designed to control for dose, information provided, and presenter effects.
Behavioral: Attention Control



Primary Outcome Measures :
  1. Change in Attitudes toward Evidence-Based Practices [ Time Frame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up ]
    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).

  2. Change in Subjective Norms [ Time Frame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up ]
    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.

  3. Change in Perceived Behavioral Control [ Time Frame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up ]
    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.


Secondary Outcome Measures :
  1. Change in School Implementation Citizenship Behaviors [ Time Frame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up ]
    The School Implementation Citizenship Behaviors Scale (S-ICBS) includes 15 items and measures clinicians' perceptions of how school staff engage with evidence-based practices in their specific school context. There are 4 subscales: (1) helping others; (2) keeping informed; (3) taking initiative; and (4) advocacy. Subscale and total scores are mean scores of items with a range of 0-4. Higher scores reflect greater (i.e., more favorable) implementation citizenship behavior.

  2. Change in Intentions to Implement [ Time Frame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up ]
    The Modified Intentions to Use Scale has 9 items assessing school mental health providers' intentions to implement evidence-based practices. A total mean score is computed with a range of 0-4 and higher scores indicate more favorable intentions. Two versions of this scale were administered. At baseline, all providers were asked about general intentions to implement evidence-based practices. After training, clinicians were asked about intentions to implement the specific intervention for which they had received training.



Information from the National Library of Medicine

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Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion:

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.


Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03791281


Locations
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United States, Washington
University of Washington School Mental Health Assessment, Research, and Training (SMART) Center
Seattle, Washington, United States, 98115-8160
Sponsors and Collaborators
University of Washington
National Institute of Mental Health (NIMH)
Investigators
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Principal Investigator: Aaron R Lyon, PhD University of Washington

Publications automatically indexed to this study by ClinicalTrials.gov Identifier (NCT Number):
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Responsible Party: Aaron Lyon, Associate Professor, School of Medicine: Psychiatry: Childrens Division, University of Washington
ClinicalTrials.gov Identifier: NCT03791281    
Other Study ID Numbers: 52139
1R21MH108714 ( U.S. NIH Grant/Contract )
First Posted: January 2, 2019    Key Record Dates
Last Update Posted: January 2, 2019
Last Verified: December 2018
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
Keywords provided by Aaron Lyon, University of Washington:
pre-implementation intervention
implementation strategy
individual-level barriers