BASIS Optimization

Not Applicable

Recruiting

• Conditions: Mental Health; Health Services; Evidence Based Programs in Schools

• Registration Number: NCT06672835
• Lead Sponsor: University of Washington

Brief Summary

The objective of the BASIS R34 pilot study is to test the impact of eBASIS in a randomized controlled trial (RCT). Consistent with IMPACT's IQM, the study tests effects of eBASIS on treatment fidelity and youth outcomes, compared to a digitally delivered control (N=32 clinicians; 96 clients). A well-established EBP (Cognitive Behavioral Therapy Plus), will be a focus of the investigation, which eligible participants will already be signed up to receive.

Detailed Description

Although evidence-based practices (EBPs) have been extensively developed, they are not widely used in school settings, where up to 80% of youth receive mental health services. This results in reduced impact on youth mental health. The project aims to test the online version of efficient and effective strategy called BASIS to improve the quality of EBP by focusing on individual-level processes, complementing organizational change approaches.

The strategy applies the Theory of Planned Behavior (TPB) to influence key provider behaviors, such as attitudes, subjective norms, and perceived behavioral control, which are central to EBP adoption and fidelity. Preliminary trials on BASIS found significant changes in key theory of planned behavior mechanisms (e.g., attitudes, perceived behavioral control, and social norms) and more engagement in post-training consultation among school school-based clinicians, supporting implementation of evidenced-based social-emotional-behavioral practices. By addressing the intrapersonal mechanisms driving provider decisions, the study aims to improve implementation outcomes in school settings.

The objective of this pilot study is to test the impact of the optimized eBASIS in a randomized controlled trial (RCT). Consistent with IMPACT's IQM, the study tests effects of eBASIS on treatment fidelity and youth outcomes, compared to a digitally delivered control (N=32 clinicians; 96 clients). A well-established EBP (Cognitive Behavioral Therapy Plus), will be a focus of the investigation, which eligible participants will already be signed up to receive.

Study Timeline

• Study Start: 2024-10-05
• Study First Submitted: 2024-10-30
• Status Verified: 2024-11
• Study First Submitted QC: 2024-11-01
• Last Update Submitted: 2024-11-01
• Study First Posted: 2024-11-04
• Last Update Posted: 2024-11-04
• Primary Completion: 2025-07-15
• Study Completion: 2025-07-25

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 32

Inclusion Criteria

• Mental health provider who spends 2 hours or more providing supports in school setting
• Registered to receive CBT+ training from the WA State EBP Initiative

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Exclusion Criteria

• None

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Evidence-Based Practice Attitude Scale (EBPAS)	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Evidence-Based Practice Attitude Scale is a 15-item measure that captures a providers attitudes toward evidence-based practices. It consist subscales 1) appeal of EBP, 2) openness to new EBP, 3) likelihood of adopting an evidence-based practice, and 4) perceived divergence between current and evidence-based practices. The scores for the subscales range from 0 (not at all) to 4 (very great extent). The higher score equates to better attitude toward EBP.
Subjective Norms	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Subjective Norms Scale is based on Theory of Planned Bheavior (TBP) which consist of two implementation-related subject norms sub scales: descriptive norms and injuctive norms. Each subscale include four items with score ranging from -3 to 3, with positive scores reflective more descriptive and injunctive norms.
Outcome Expectancies	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Outcome expectanies is a one-item measure that assess provider's view of the outcome of implementing evidence-based practice to be positive or negative. The score ranges from 0, strongly disagree to 4, strongly agree. The higher the score, the positive the provider's outcome expectancy.
Action Self-Efficacy	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Action Self-Efficacy Scale is a modified version of the Teacher's Self-Efficacy Scale used to assess provider's confidence and self-efficacy in using the given evidence-based practice. This is 4-item measure with score ranging from 1, very false to 7, very true. The higher the score the more confidence the provider has in their ability to start using the evidence-based practice.
Maintenance Self-Efficacy	immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Maintenance Self-Efficacy measure is used to asses provider's confidence and self-efficacy in continuing to use the given evidence-based practice. It is a one item measure with score ranging from 1, very false to 7, very true. The higher the score the more confidence the provider has in their ability to continue using the evidence-based practice.
Perceived Needs	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Perceived Needs is a 1-item measure that assess if they have to improvie their skills in supporting students' mental health. The scores are 0- no, 1-I don't know, and 3-Yes.
Action Plan	immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Action Plan is a one item measure to assess if the provider has an action plan in place to implement evidence-based practice. The score ranges from from 0, none are in place to 3, all are in place. The higher score, the more the provider has planned out evidence practice implementation.
Modified Intention to Implement Scale (MIIS)	Baseline, immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Modified Intentions to Implement Scale is used to understand a provider's intention to implement the given evidence-based practice. The survey includes 5-items, and the score ranges from -3, strongly disagree to 3, strongly agree.
Intervention Usability Scale (IUS)	immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Intervention Usability Scale (IUS) is a an 10-tem scale that assess the usability of evidence-based practice. The score ranges from 0, strongly disagree to 4, strongly agree. The higher score indicates that the provider finds the evidence-based practice is easier to use.
Coping Plan	immediately after training, 2 weeks after training, 1 month after training, 2 months after training, 3 months after training	Coping Plan is a one item measure to assess if the provider has come up with solutions to overcome any problems they face while implementing evidence-based practice. The score ranges from from 0, none are in place to 3, all are in place. The higher score, the more the provider has planned out evidence practice impementation.

Secondary Outcome Measures

Name	Time	Method
School Implementation Climate Scale (S-ICS)	2 weeks after training	The School Implementation Climate Scale (SICS) is an 21-item scale for principals' and educators' shared perceptions of the policies, practices, and procedures that are expected, rewarded, and supported. The six subscales include: 1) focus on EBPs; 2) educational support for EBPs; 3) recognition for EBPs; 4) use of data to support EBPs; 5) existing supports to deliver EBPs; and 6) integration of EBPs.
School Implementation Leadership Scale (S-ILS)	2 weeks after training	The School Implementation Leadership Scale (SILS) is an 25-item scale that assesses the degree to which a school's leader is perceived to engage in eight specific behaviors that are supportive of EBP implementation which both principals and educators complete. The eight subscales include: 1) supportive; 2) perseverant; 3) communication; 4) proactive; 5) availability; 6) knowledgeable; 7) vision/mission; and 8) distributed leadership.

Trial Locations

Locations (1)

University of Washington; 🇺🇸 Seattle, Washington, United States