Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy.

Education sector Health action process approach Implementation strategy Individual determinants Mental health Theory of planned behavior

Journal

Implementation science : IS
ISSN: 1748-5908
Titre abrégé: Implement Sci
Pays: England
ID NLM: 101258411

Informations de publication

Date de publication:
07 01 2021
Historique:
received: 23 11 2020
accepted: 26 11 2020
entrez: 8 1 2021
pubmed: 9 1 2021
medline: 26 10 2021
Statut: epublish

Résumé

More than two-thirds of youth experience trauma during childhood, and up to 1 in 5 of these youth develops posttraumatic stress symptoms that significantly impair their functioning. Although trauma-focused cognitive behavior therapy (TF-CBT) has a strong evidence base, it is rarely adopted, delivered with adequate fidelity, or evaluated in the most common setting where youth access mental health services-schools. Given that individual behavior change is ultimately required for successful implementation, even when organizational factors are firmly in place, focusing on individual-level processes represents a potentially parsimonious approach. Beliefs and Attitudes for Successful Implementation in Schools (BASIS) is a pragmatic, motivationally focused multifaceted strategy that augments training and consultation and is designed to target precise mechanisms of behavior change to produce enhanced implementation and youth clinical outcomes. This study protocol describes a hybrid type 2 effectiveness-implementation trial designed to concurrently evaluate the main effects, mediators, and moderators of both the BASIS implementation strategy on implementation outcomes and TF-CBT on youth mental health outcomes. Using a cluster randomized controlled design, this trial will assign school-based mental health (SMH) clinicians and schools to one of three study arms: (a) enhanced treatment-as-usual (TAU), (b) attention control plus TF-CBT, or (c) BASIS+TF-CBT. With a proposed sample of 120 SMH clinicians who will each recruit 4-6 youth with a history of trauma (480 children), this project will gather data across 12 different time points to address two project aims. Aim 1 will evaluate, relative to an enhanced TAU condition, the effects of TF-CBT on identified mechanisms of change, youth mental health outcomes, and intervention costs and cost-effectiveness. Aim 2 will compare the effects of BASIS against an attention control plus TF-CBT condition on theoretical mechanisms of clinician behavior change and implementation outcomes, as well as examine costs and cost-effectiveness. This study will generate critical knowledge about the effectiveness and cost-effectiveness of BASIS-a pragmatic, theory-driven, and generalizable implementation strategy designed to enhance motivation-to increase the yield of evidence-based practice training and consultation, as well as the effectiveness of TF-CBT in a novel service setting. ClinicalTrials.gov registration number NCT04451161 . Registered on June 30, 2020.

Sections du résumé

BACKGROUND
More than two-thirds of youth experience trauma during childhood, and up to 1 in 5 of these youth develops posttraumatic stress symptoms that significantly impair their functioning. Although trauma-focused cognitive behavior therapy (TF-CBT) has a strong evidence base, it is rarely adopted, delivered with adequate fidelity, or evaluated in the most common setting where youth access mental health services-schools. Given that individual behavior change is ultimately required for successful implementation, even when organizational factors are firmly in place, focusing on individual-level processes represents a potentially parsimonious approach. Beliefs and Attitudes for Successful Implementation in Schools (BASIS) is a pragmatic, motivationally focused multifaceted strategy that augments training and consultation and is designed to target precise mechanisms of behavior change to produce enhanced implementation and youth clinical outcomes. This study protocol describes a hybrid type 2 effectiveness-implementation trial designed to concurrently evaluate the main effects, mediators, and moderators of both the BASIS implementation strategy on implementation outcomes and TF-CBT on youth mental health outcomes.
METHODS
Using a cluster randomized controlled design, this trial will assign school-based mental health (SMH) clinicians and schools to one of three study arms: (a) enhanced treatment-as-usual (TAU), (b) attention control plus TF-CBT, or (c) BASIS+TF-CBT. With a proposed sample of 120 SMH clinicians who will each recruit 4-6 youth with a history of trauma (480 children), this project will gather data across 12 different time points to address two project aims. Aim 1 will evaluate, relative to an enhanced TAU condition, the effects of TF-CBT on identified mechanisms of change, youth mental health outcomes, and intervention costs and cost-effectiveness. Aim 2 will compare the effects of BASIS against an attention control plus TF-CBT condition on theoretical mechanisms of clinician behavior change and implementation outcomes, as well as examine costs and cost-effectiveness.
DISCUSSION
This study will generate critical knowledge about the effectiveness and cost-effectiveness of BASIS-a pragmatic, theory-driven, and generalizable implementation strategy designed to enhance motivation-to increase the yield of evidence-based practice training and consultation, as well as the effectiveness of TF-CBT in a novel service setting.
TRIAL REGISTRATION
ClinicalTrials.gov registration number NCT04451161 . Registered on June 30, 2020.

Identifiants

pubmed: 33413511
doi: 10.1186/s13012-020-01064-1
pii: 10.1186/s13012-020-01064-1
pmc: PMC7788537
doi:

Banques de données

ClinicalTrials.gov
['NCT04451161']

Types de publication

Clinical Trial Protocol Journal Article Research Support, N.I.H., Extramural

Langues

eng

Sous-ensembles de citation

IM

Pagination

3

Subventions

Organisme : NIMH NIH HHS
ID : R01 MH119148
Pays : United States
Organisme : NIMH NIH HHS
ID : R01MH119148
Pays : United States

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Auteurs

Aaron R Lyon (AR)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA. lyona@uw.edu.

Michael D Pullmann (MD)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Shannon Dorsey (S)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Carol Levin (C)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Larissa M Gaias (LM)

Department of Psychology, University of Massachusetts, Lowell, 850 Broadway St, Lowell, MA, 01854, USA.

Stephanie K Brewer (SK)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Madeline Larson (M)

University of Minnesota, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN, 55455, USA.

Catherine M Corbin (CM)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Chayna Davis (C)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Ian Muse (I)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Mahima Joshi (M)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Rosemary Reyes (R)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

Nathaniel J Jungbluth (NJ)

Seattle Children's Hospital, 4800 Sand Point Way NE, Seattle, WA, 98105, USA.

Rachel Barrett (R)

University of Washington, 6200 NE 74th Street, Suite 100, Seattle, WA, 98115, USA.

David Hong (D)

Washburn Training Institute, 1100 Glenwood Ave, Minneapolis, MN, 55405, USA.

Michael D Gomez (MD)

Psychological Sciences, Texas Tech University, 2700 18th Street, Lubbock, TX, 79410, USA.

Clayton R Cook (CR)

University of Minnesota, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN, 55455, USA.

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