Group CBT for Externalizing Disorders in Urban schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes

Ricardo Eiraldi, Jennifer A. Mautone, Muniya S Khanna, Thomas J. Power, Andrew Orapallo, Jaclyn Cacia, Billie S Schwartz, Barry McCurdy, Jacqueline Keiffer, Cynthia Paidipati, Rebecca Kanine, Manju Abraham, Shelby Tulio, Lauren Swift, Shannon N Bressler, Beatriz Cabello, Abbas F. Jawad

Research output: Contribution to journalArticlepeer-review

Abstract

Public schools are an ideal setting for the delivery of mental health services to children. Unfortunately, services provided in schools, and more so in urban schools, have been found to lead to little or no significant clinical improvements. Studies with urban school children seldom report on the effects of clinician training on  treatment fidelity  and child outcomes. This study examines the differential effects of two levels of school-based counselor training: training workshop with basic consultation (C) vs. training workshop  plus  enhanced consultation (C +) on treatment fidelity and child outcomes. Groups did not differ with regard to pre- to- posttreatment changes in diagnostic severity level. School-based behavioral health staff in urban schools are able to implement interventions with fidelity and clinical effectiveness when provided with ongoing consultation. Enhanced consultation resulted in higher fidelity. Enhanced consultation did not result in better student outcomes compared to basic consultation. Implications for resource allocation decisions with staff training in EBP are discussed.
Original languageAmerican English
JournalBehavior Therapy
Volume49
DOIs
StatePublished - 2018

Disciplines

  • Psychology
  • School Psychology

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