Evidence-Based Behavioral Interventions for the Collaborative Care Team

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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Interventions for Students with Behavioral Disorders: An International Literature Review

Behavioral Disorders ◽

10.1177/019874290703200404 ◽

2007 ◽

Vol 32 (4) ◽

pp. 267-281 ◽

Cited By ~ 9

Author(s):

Daniel J. Gulchak ◽

João A. Lopes

Keyword(s):

Literature Review ◽

Behavioral Disorders ◽

Behavioral Interventions ◽

Quantitative Research ◽

Selection Criteria ◽

Evidence Based ◽

International Studies ◽

Effective School ◽

School Based ◽

Quantitative Studies

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.

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Critical care of subarachnoid haemorrhage

Journal of Neuroanaesthesiology and Critical Care ◽

10.4103/jnacc-jnacc-75.16 ◽

2017 ◽

Vol 04 (04) ◽

pp. S49-S55

Author(s):

Michael Souter

Keyword(s):

Critical Care ◽

Subarachnoid Haemorrhage ◽

Neurological Outcome ◽

Neurocritical Care ◽

Comprehensive Evaluation ◽

Haemorrhagic Stroke ◽

Care Team ◽

Evidence Based ◽

New Treatment ◽

The Brain

AbstractSubarachnoid haemorrhage (SAH) is a consistent presentation of haemorrhagic stroke of significance to clinicians in neurocritical care, inducing consequent effects on non-neurological systems, while at the same time, rendering the brain vulnerable to secondary physiological insult modifying neurological outcome, despite control of the original point of haemorrhage. Coordinated treatment depends on comprehensive evaluation of both cerebral and systemic physiology, identifying and treating impaired function. The presence of a dedicated neurocritical care team can benefit outcome. Protocols of care have evolved to meet evidence-based challenges, discarding potentially deleterious components of hypervolaemia and haemodilution, while maintaining pressure-guided perfusion. Treatment targets have also evolved with a shift in focus away from SAH-associated vasospasm, towards actual ischaemic outcome – illustrated by lack of effectiveness of pharmaceutical treatments of vasospasm. Clinicians must consequently review pathophysiological mechanisms of injury and devise new treatment opportunities.

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Text-Messaging, Online Peer Support Group, and Coaching Strategies to Optimize the HIV Prevention Continuum for Youth: Protocol for a Randomized Controlled Trial

JMIR Research Protocols ◽

10.2196/11165 ◽

2019 ◽

Vol 8 (8) ◽

pp. e11165 ◽

Cited By ~ 6

Author(s):

Dallas Swendeman ◽

Elizabeth Mayfield Arnold ◽

Danielle Harris ◽

Jasmine Fournier ◽

W Scott Comulada ◽

...

Keyword(s):

High Risk ◽

Hiv Prevention ◽

Peer Support ◽

Text Messaging ◽

Behavioral Interventions ◽

Homeless Youth ◽

Cost Effective ◽

Evidence Based ◽

Transgender Youth ◽

Sti Testing

Background America’s increasing HIV epidemic among youth suggests the need to identify novel strategies to leverage services and settings where youth at high risk (YAHR) for HIV can be engaged in prevention. Scalable, efficacious, and cost-effective strategies are needed, which support youth during developmental transitions when risks arise. Evidence-based behavioral interventions (EBIs) have typically relied on time-limited, scripted, and manualized protocols that were often delivered with low fidelity and lacked evidence for effectiveness. Objective This study aims to examine efficacy, implementation, and cost-effectiveness of easily mountable and adaptable, technology-based behavioral interventions in the context of an enhanced standard of care and study assessments that implement the guidelines of Centers for Disease Control and Prevention (CDC) for routine, repeat HIV, and sexually transmitted infection (STI) testing for high-risk youth. Methods Youth aged between 12 and 24 years (n=1500) are being recruited from community-based organizations and clinics serving gay, bisexual, and transgender youth, homeless youth, and postincarcerated youth, with eligibility algorithms weighting African American and Latino youth to reflect disparities in HIV incidence. At baseline and 4-month intervals over 24 months (12 months for lower-risk youth), interviewers monitor uptake of HIV prevention continuum steps (linkage to health care, use of pre- or postexposure prophylaxis, condoms, and prevention services) and secondary outcomes of substance use, mental health, and housing security. Assessments include rapid diagnostic tests for HIV, STIs, drugs, and alcohol. The study is powered to detect modest intervention effects among gay or bisexual male and transgender youth with 70% retention. Results The project was funded in September 2016 and enrollment began in May 2017. Enrollment will be completed between June and August 2019. Data analysis is currently underway, and the first results are expected to be submitted for publication in 2019. Conclusions This hybrid implementation-effectiveness study examines alternative models for implementing the CDC guidelines for routine HIV/STI testing for YAHR of acquiring HIV and for delivering evidence-based behavioral intervention content in modular elements instead of scripted manuals and available over 24 months of follow-up, while also monitoring implementation, costs, and effectiveness. The greatest impacts are expected for coaching, whereas online group peer support is expected to have lower impact but may be more cost-effective. Trial Registration ClinicalTrials.gov NCT03134833; https://clinicaltrials.gov/ct2/show/NCT03134833 (Archived by WebCite at http://www.webcitation.org/76el0Viw9) International Registered Report Identifier (IRRID) DERR1-10.2196/11165

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The Clinical Practice Model for Persons with Dementia: Application to Music Therapy

Music Therapy Perspectives ◽

10.1093/mtp/miab006 ◽

2021 ◽

Author(s):

Alaine E Reschke-Hernández

Keyword(s):

Clinical Practice ◽

Music Therapy ◽

Behavioral Interventions ◽

Clinical Decision Making ◽

Evidence Based Practice ◽

Intervention Development ◽

Well Being ◽

Future Research ◽

Evidence Based ◽

Practice Model

Abstract Currently, no drug can cure or effectively mitigate symptoms for the growing number of individuals who live with Alzheimer’s disease and related dementias. As they experience declines in memory, communication, and thinking—symptoms that undermine social initiative, autonomy, and well-being—these individuals become increasingly dependent on others. Evidence regarding the benefits of music therapy for persons with dementia is growing. Nonetheless, limitations in existing research have hindered knowledge regarding the use and appropriate application of music as a form of treatment with this population. This article describes the development of The Clinical Practice Model for Persons with Dementia, which provides a theoretical framework to inform evidence-based practice, illustrated here in application to music therapy. Specifically, the model is intended to prompt purposeful application of strategies documented within a broad literature base within 6 thematic areas (Cognition, Attention, Familiarity, Audibility, Structure, and Autonomy); facilitate clinical decision-making and intervention development, including music interventions; and encourage discourse regarding relationships between characteristics of the intervention, the therapist, the person with dementia, and their response to intervention. The model comprises a set of testable assumptions to provide direction for future research and to facilitate the description and investigation of mechanisms underlying behavioral interventions with this population. Although the model is likely to evolve as knowledge is gained, it offers a foundation for holistically considering an individual’s needs and strengths, guidance for applying music and nonmusic strategies in evidence-based practice, and direction for future research.

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Clinical Interventions in Problem-Solving Courts

Problem-Solving Courts and the Criminal Justice System ◽

10.1093/med-psych/9780190844820.003.0003 ◽

2019 ◽

pp. 33-49

Author(s):

David DeMatteo ◽

Kirk Heilbrun ◽

Alice Thornewill ◽

Shelby Arnold

Keyword(s):

Problem Solving ◽

Behavioral Interventions ◽

Evidence Based ◽

Therapeutic Communities ◽

Evidence Based Practices ◽

Clinical Interventions ◽

Trauma Informed Care ◽

Problem Solving Courts ◽

Trauma Informed ◽

Assessment Procedures

This chapter focuses on the clinical interventions most commonly delivered in problem-solving courts. The chapter begins with a discussion of the Risk-Needs-Responsivity Model, which provides a foundational context for the interventions used in problem-solving courts and highlights the importance of targeting offender needs—criminogenic needs—related to key outcomes (e.g., reduced recidivism, reduced relapse to drug use). The authors then discuss the various screening and risk assessment procedures used to admit offenders to problem-solving courts, the clinical interventions used in problem-solving courts (e.g., cognitive-behavioral interventions, 12-step programs, therapeutic communities, case management, trauma-informed care), and the use of evidence-based practices in problem-solving courts. The authors note the role of problem-solving courts as a watchdog for service provision and conclude with a section discussing “next steps” for expanding evidence-based interventions in problem-solving courts.

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A Mixed-Methods Approach for Embedding Cost Analysis Within Fidelity Assessment in School-Based Programs

Behavioral Disorders ◽

10.1177/0198742920944850 ◽

2020 ◽

pp. 019874292094485

Author(s):

Catherine P. Bradshaw ◽

Katrina J. Debnam ◽

Daniel Player ◽

Brooks Bowden ◽

Sarah Lindstrom Johnson

Keyword(s):

Mixed Methods ◽

Behavioral Interventions ◽

Case Illustration ◽

Evidence Based ◽

Multiple Sources ◽

Potential Cost ◽

School Based ◽

Fidelity Assessment ◽

The Cost ◽

Fidelity Implementation

This mixed-methods study describes a framework for conducting cost analyses of school-based programs leveraging fidelity data and applying the ingredients method. We illustrate this approach by applying it to Positive Behavioral Interventions and Supports (PBIS), drawing on multiple sources of data from a sample of 77 schools that were trained in PBIS. We concluded that the average per school cost of PBIS was US$53,216.00 (median = US$36,698), with an average per-pupil cost of US$90.00 (median = US$58.00), which is considerably less than other school-based prevention models. The cost did, however, differ by implementation level, such that high-fidelity implementation tended to cost more than low-fidelity implementation. We provide a case illustration to elucidate some of the cost drivers of PBIS implementation. Specifically, these data highlight the variability in the amount of training and coaching by the specific evidence-based program implemented within the tiered PBIS framework. Through this case illustration, we demonstrate the utility of tracking costs of school-based program within the context of fidelity data collection. The findings also suggest the potential cost savings of PBIS, both when compared with other evidence-based interventions as well as the known costs of negative school outcomes like dropout.

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