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Catherine Bradshaw, PhD, M.Ed.Johns Hopkins Center for Prevention and Early Intervention
Johns Hopkins Center for the Prevention of Youth Violence
Department of Mental Health, Johns Hopkins Bloomberg School of Public HealthJune 2010
Strengths of the Science in Behavior Disorders:
Reflections and Future Directions
What works for whom, under what circumstances?
Moderated effectsIdentify profiles of responders (and non-responders)Inform research on tiered interventions (RtI, PBIS)
and adaptive or tailored interventions Interventions that “assign different dosages of certain program
components across individuals, and/or within individuals across time,” and “the assignment of a particular level of dosage and/or type of treatment is based on the individual’s values on variables that are expected to moderate the effect of the treatment component” (Collins, Murphy, & Bierman, 2004).
Contextual factorsFidelity of implementation, school disorder (Bradshaw, Koth et al.,
2009, Prevention Science)
Looking inside the ‘black box’Identifying mechanisms and testing the theory of
changeKnow little about critical components of interventionsUnpacking programs
Do components work independent of the package?Ordering/sequencingProgram adaptation Should we emphasize programs or frameworks/models (e.g.,
RtI, PBIS)?Research approaches
Components analysis or factorial designsWhat elements are hardest or easiest to implement?
Model of the Integration Process
Rationale for Integrated Models
of Prevention
• Single interventions may not adequately address the underlying mechanisms contributing to the development of problem behavior.• Integrated models keep the unique strategies of each intervention model and merge those that overlap, resulting in a model that delivers a broader set of approaches simultaneously.• Through a shared conceptual framework and language, integrated models maximize students’ exposure to intervention processes.• Intervention elements are streamlined so that there is less repetition and duplication of effort.
(Domitrovich, Bradshaw, Greenberg et al., 2009; Psychology in the Schools)
School Mental Health
Student Services
Social Emotional
Learning
Truancy
ReductionSuspension
Reduction
Special Education Assessment and Referral
Bullying Prevention/Reduction
Tiered Prevention Framework
Positive Behavioral Interventions and
Supports
What is it going to take to do it well?
Implementation fidelityContextual influences (Domitrovich, Bradshaw, Poduska et al., 2008)
Support systemCoaching and on-site technical assistance
Models of coaching (e.g., Technical/Expert, Problem-Solving, Team-Building, Reflective Practice; Denton & Hasbrouck, in press)
Process for training and supporting coachesCoaching as an adaptive/tailored process
PartnershipModels of partnership with teachers, administrators, district,
stateSpecial issue of Administration and Policy in Mental Health and Mental
Health Services Research titled “Forging and Sustaining Partnerships to Support Child Mental Health Prevention and Services Research” (with Katherine Taylor Haynes)
What is it going to take to move it out?
Dissemination and Type II Translational Research (Spoth, 2008; Woolf, 2008)
What factors contribute to dissemination of programs?Cultural/political shift toward accountability
What makes programs attractive to districts, schools, & teachers?Theory, ease of implementation, access, costData to document behavioral vs. social-emotional
competenciesPhilosophical and theoretical differences
Teacher-focused, management & compliance oriented vs. child-focused, promotion of competencies
Immediate impact vs. long-term pay off