Student Outcomes of Integrative Mental Health Services
Condition: Anxiety; Depression; Trauma; Behavior Problems
MeSH terms: Depression; Problem Behavior
Study type: Interventional

Summary: 
      The study will compare the impact of Child STEPs (see Weisz et al., 2012) versus usual
      school-based therapy on students' mental health and school-related outcomes, and test whether
      changes in school outcomes are mediated by changes in student mental health.
    

Detailed description: 
      This project will implement and evaluate the Child STEPs (see Weisz et al., 2012) treatment
      approach through a randomized controlled trial (RCT) at 27 K-8 public schools. The STEPs
      model has two components: (1) a modular protocol that combines 33 modules-i.e., descriptions
      of common elements within evidence-based therapies for anxiety, depression, post-traumatic
      stress, and conduct problems; and (2) a web-based system for monitoring student responses to
      treatment and providing weekly feedback to therapists, to guide their selection and
      sequencing of the STEPs modules. The project will include an evaluation of the effectiveness
      of STEPS compared to "treatment as usual" (known as Usual Care or UC) on students' mental
      health and school-related outcomes, and an analysis of whether changes in school outcomes are
      mediated by changes in student mental health.
    

Intervention name(s): Modular Approach to Therapy for Children with Anxiety, Depression, Trauma, and Conduct Problems; Monitoring and Feedback System; Treatment as usual
Intervention type(s): Behavioral; Other; Behavioral
Intervention description(s): MATCH-ADTC (Chorpita & Weisz, 2009) is designed for children aged 6-15. Unlike most evidence-based treatments (EBTs), which focus on single disorder categories (e.g., anxiety only), MATCH is designed for multiple disorders and problems encompassing anxiety, depression, post-traumatic stress, and disruptive conduct, including the conduct problems associated with Attention-deficit/hyperactivity disorder (ADHD). MATCH is composed of 33 modules-i.e., specific treatment procedures derived from decades of research on EBTs. The various modules can be organized and sequenced flexibly to tailor treatment to each child's characteristics and needs.; For each child, the web-based MFS system provides weekly monitoring of the MATCH modules used and the child's treatment response, in two forms (a) changes on the Behavior and Feelings Survey and (b) changes in severity of the top treatment concerns identified by youths and caregivers. At the end of treatment, the MFS provides a complete record of modules used, and child treatment response, across all the weeks of treatment.; Treatment in the UC condition will use the procedures therapists (e.g., school counselors) and their supervisors consider appropriate and believe to be effective.
Other intervention name(s): MATCH; MATCH - ADTC; MFS; Usual Care; UC
Allocation: Randomized
Intervention model: Parallel Assignment
Masking: Triple (Participant, Care Provider, Outcomes Assessor)
Primary purpose: Treatment
Keywords: anxiety; depression; trauma; behavior problems; evidence-based treatments; manualized treatments; cognitive-behavioral therapy; youth; mental health