Implementing an Evidence-Based Parenting Program With Adherence in the Real World of Community Practice

This study examined group leaders' adherence to The Incredible Years Parenting Program's components and collaborative process during a yearlong dissemination in a large multicultural city and universal prevention context. Mixed methods were used to evaluate adherence and develop an understanding of the barriers and facilitators of therapist fidelity. Results suggest that the protocol and collaborative group processes were implemented with a high degree of adherence with the three exceptions of role plays, videotape modeling dosage, and “buddy calls.” A number of interconnected barriers with implications for future implementation were identified. Key contributors to adherence included the training and structure of the program, emphasis on accountability and ongoing session monitoring, and important aspects of supervision and group leader qualities.

Effects of the Five-Step Strategy with Videotape Modeling on Performance of the Tennis Serve

This study was designed to compare two methods of instructing Singer's Five-step Strategy and their effect on the learning and performance of a tennis serve. 63 university students classified as recreational tennis players were stratified by sex and then randomly assigned to one of three groups: Five-step Strategy with videotaped modeling, audiotape Five-step Strategy plus written transcript, or no strategy. Players performed seven blocks of 10 service attempts per block of serves. Points accumulated with each service attempt as well as the number of errors were the dependent measures. Separate 2-way analyses of variance were conducted for each phase of the study. No significant pretreatment differences were noted among groups. Further, all groups improved significantly across time on both dependent measures and maintained this improved performance on a subsequent retention test.

Small Group Interactive Techniques Utilizing Videofeedback

Objective: Development and evaluation of a method of training primary care providers in psychiatric skills which utilizes videofeedback of real and roleplayed consultations in a group setting. Method: The development of the basic training approach and additional material for teaching specific skills is described. Evaluation has addressed the impact of training on 1) clinician behavior and 2) measures of outcome. Results: Research over a number of years has demonstrated an impact on clinician behavior with some evidence of impact on clinical and economic measures and patient satisfaction. Conclusions: Videofeedback training appears to be most effective when it is provided with a clear model for the professional-patient interaction. Its effectiveness can be further enhanced by delineating sets of component microskills that can be learned using a combination of videotape modeling, role-play, and feedback. Challenges for future research include investment in randomized controlled trials for outcome, developing the training approach for a range of primary care workers, training sufficient group facilitators, and achieving widespread dissemination without subsequent dilution of effectiveness.