Adapting a Web-Based Professional Development for Mexican School Mental Health Providers Delivering Evidence-Based Intervention for ADHD and ODD

  • STATUS
    Recruiting
  • End date
    Jun 30, 2023
  • participants needed
    69
  • sponsor
    University of California, San Francisco
Updated on 15 July 2022
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Summary

Neurodevelopmental disorders of inattention and disruptive behavior, such as Attention-Deficit/ Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), are among the most common youth mental health conditions across cultures. An efficacious and feasible solution to improving affected youth's ADHD/ODD is training existing school clinicians to deliver evidence-based intervention with fidelity. Despite initial promising results of training school clinicians to treat ADHD/ODD in settings suffering from high unmet need, such as Mexico, scalability is limited by a lack of researchers with capacity to train, monitor, and evaluate school clinicians in such efforts on a large scale. Thus, there is a need to develop more feasible interventions and training programs for school clinicians, as well as create a system with capacity for scalable training and evaluation, to combat the widespread impact ofADHD/ODD worldwide. Converting interventions and school clinician professional development programs for fully-remote delivery allows for more flexibility, accessibility, affordability, scalability, and promise for ongoing consultation than in-person options. Supporting scalable training for school clinicians could address a significant public health concern in Mexico, as only 14% of Mexican youth with mental health disorders receive treatment and less than half of those treated receive more than minimally adequate care. The study team is uniquely suited for this effort, given that they developed the only known school-homeADHD/ODD evidence-based intervention in Latin America-and-have developed a web-based training for U.S. school clinicians with promising preliminary results. The study team's prior studies and high levels of unmet need make Mexico an ideal location for this proposal; however, lessons learned could be used to expand scalable school clinician training for evidence-based intervention in other settings and/or for other disorders. Thus, this study focuses on conducting an open-trial of the fully-remote program and make iterative changes. It is predicted that: H1) school clinicians trained remotely will be satisfied and show improved evidence-based practice skills; H2)families and teachers participating remotely will be satisfied and youth will show improved ADHD/ODD; H3) observation/feedback from a 3-school open-trial will guide iterative changes to the remote program.

Details
Condition ADHD, Oppositional Defiant Disorder
Treatment CLS-R-FUERTE
Clinical Study IdentifierNCT05425966
SponsorUniversity of California, San Francisco
Last Modified on15 July 2022

Eligibility

Yes No Not Sure

Inclusion Criteria

Students meeting the following criteria are eligible
at least six inattention symptoms and/or six hyperactive/impulsive symptoms endorsed by parent or teacher as occurring often or very often
at least one area of impairment rated as concerning by both parent and teacher, and
a parent and teacher agreeing to participate
Students taking medication are eligible as long as regimens were stable
Parents and teachers and school clinicians of participating are eligible to
participate

Exclusion Criteria

All Participants: Anyone who does not speak and read Spanish will be excluded, given that
all informed consent, measurement, and activity procedures will be conducted in Spanish
Child Participants
Children taking medication will be eligible for screening after the child has been on
a stable medication regimen for at least one month (to minimize chance that treatment
effects are due to medication and not the proposed program)
Presence of conditions that are incompatible with this study's treatment
severe visual or hearing impairment
severe language delay
psychosis
Child does not read or speak Spanish (inability to complete assessment measures or
participate in group treatments)
Child is in an all-day special education classroom. Children in these classrooms are
frequently receiving intensive behavior modification programs and assistance such that
the teacher consultation component would be expected to require modification for use
in these settings
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