Clinical trial NCT03791281: Beliefs and Attitudes for Successful Implementation in Schools (BASIS)
Official title: Beliefs and Attitudes for Successful Implementation in Schools (BASIS)
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Intervention Adoption
Implementation
Keywords: pre-implementation intervention
implementation strategy
individual-level barriers
Lead sponsor: University of Washington
Sponsor class: OTHER
Collaborators: name: National Institute of Mental Health (NIMH)
First posted: 2019-01-02
Enrollment: 35
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: HEALTH_SERVICES_RESEARCH

Brief summary: The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to EBP implementation - Beliefs and Attitudes for Successful Implementation in Schools (BASIS) - designed to improve school mental health providers' implementation of EBPs. BASIS is intended to be a feasible and scalable first-line or adjunctive implementation enhancement intervention that is facilitative of other efforts (e.g., organizational interventions) that target high quality EBP implementation. Aims of this study are to: (1) Adapt an existing, theory-driven implementation intervention (BASIS), previously used with educators, to improve the EBP implementation behaviors of school mental health providers; and (2) Assess the viability of a later clinical trial by: (a) establishing the feasibility, acceptability, and appropriateness of the BASIS intervention among school mental health providers, and (b) Pilot testing BASIS, as compared to an Attention Control, delivered as pre-implementation intervention prior to training in a specific, existing EBP. Key organizational factors (e.g., implementation climate) will also be evaluated and included as covariates and we will explore trends in the data to inform the design of a larger trial. Ultimately, BASIS offers an innovative and scalable approach to improving school mental health providers' uptake and use of EBPs in order to increase the number of youth with mental health problems who receive high quality services.


Eligibility criteria: Inclusion:

School mental health providers (school psychologists, school social workers, etc.) recruited from middle and high schools in two economically and ethnically diverse districts in the Seattle area.

Primary outcomes:
measure: Change in Attitudes toward Evidence-Based Practices
timeFrame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up
measure: Change in Subjective Norms
timeFrame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up
measure: Change in Perceived Behavioral Control
timeFrame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up
Secondary outcomes:
measure: Change in School Implementation Citizenship Behaviors
timeFrame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up
measure: Change in Intentions to Implement
timeFrame: Pre-intervention/baseline, post-intervention (1-2 weeks), 4-month follow-up
Other outcomes:
Locations:
city: Seattle
country: United States
facility: University of Washington School Mental Health Assessment, Research, and Training (SMART) Center
state: Washington
Study officials:
affiliation: University of Washington
name: Aaron R Lyon, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Lyon AR, Cook CR, Duong MT, Nicodimos S, Pullmann MD, Brewer SK, Gaias LM, Cox S. The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention. Implement Sci. 2019 May 30;14(1):54. doi: 10.1186/s13012-019-0905-3.