The Impact of a Heroism-Themed Outreach with Title I Summer Program Students

Is it possible to teach students about heroism? This presentation will examine how a five-session intervention influenced at-risk students’ understanding of a hero. Outcomes from the study may be of interest to educators, administrators, and counselors who encourage students to find positive role models in the community

School Behavioral Health: Implementing Effective Interventions in Tiers 1 and 2

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School Behavioral Health: PBIS, Mental Health, and the Interconnected Systems Framework

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Implementing Effective Tier 1 and 2 Social-Emotional Interventions in the Classroom

Schools are faced with increasing numbers of children who are struggling with social, emotional, and behavioral difficulties in the classroom, which puts heavy demands on teachers and administrators. Outcomes for children with emotional and behavioral disorders are generally poor, and teachers feel that they do not have enough resources and training to handle the level of need of students in their classrooms (Lipscomb et al., 2017). This session will provide educators with a review of necessary elements for successful classroom interventions, as well as practical strategies for implementing evidence-based Tier 1 and 2 interventions for students experiencing social, emotional, and/or behavioral difficulties. More specifically, participants will learn how to identify evidence-based interventions (EBI’s) and will be provided readily available reliable sources for locating appropriate EBI’s online. Necessary intervention components such as intervention integrity/fidelity and progress monitoring will also be discussed. Participants will acquire practical Tier 1 prevention strategies for promoting positive mental health in their students. Topics discussed will include trauma-informed classrooms, the importance of relationship-building, and strategies for prevention of depression and anxiety, with a specific focus on social-emotional learning (Durlak et al., 2011). Attendees will also learn about Tier 2 interventions for students at higher risk for social-emotional difficulties, including how to select interventions most likely to be effective. Guidelines for managing internalizing and externalizing behaviors in the classroom environment will be presented. Likewise, examples of specific evidence-based Tier 2 behavior interventions will be provided. Case examples will be used to illustrate the selected intervention examples. Participants in this session will leave with explicit strategies and interventions that they can implement in their schools

Effective Team Collaboration to Improve School Behavioral Health

School mental health teams are an integral part of the work schools do to address student academic, behavioral, and social-emotional needs, but they often do not function as efficiently or effectively as they could. This session will review research on effective team processes and provide tools and resources that will enable teams to better serve the needs of students with behavioral health concerns. Successful school mental health teams focus on implementing school-wide programming to prevent mental health issues in all students (i.e., Tier 1), as well as more targeted interventions for students at-risk for (Tier 2) or already experiencing mental health problems (Tier 3; MHTTC, 2019). Models that enable successful integration of behavioral and academic supports for students experiencing social-emotional difficulties such as Multi-Tiered Systems of Support (MTSS) and the Interconnected Systems Framework (ISF) approach will be discussed and practical strategies to improve team functioning will be presented. More specifically, evidence-based strategies for team collaboration, including communication skills, team structure, training, and data-based decision-making strategies will be addressed. Factors contributing to high-functioning MTSS teams (Stoiber, 2015) and ISF teams (Splett et al., 2017) will be reviewed with a focus on providing practical strategies that participants can implement in their schools. Strategies for more focused individual consultation/collaboration around difficult (Tier 3) cases will also be discussed

Summer Reading Intervention with Elementary Students

This poster describes the impact of summer reading interventions delivered in a faith-based recreational program and a school-based academic program. Twenty-five participating K-2 students showed significant gains in DOLCHE word recognition scores, t(24)= -2.03,

Descriptions of Barriers to Self-Care by Persons with Comorbid Chronic Diseases

BACKGROUND Chronic medical conditions often occur in combination, as comorbidities, rather than as isolated conditions. Successful management of chronic conditions depends on adequate self-care. However, little is known about the self-care strategies of patients with comorbid chronic conditions. OBJECTIVE Our objective was to identify perceived barriers to self-care among patients with comorbid chronic diseases. METHODS We conducted semistructured personal interviews with 16 adults from 4 urban family practices in the CaReNet practice-based research network who self-reported the presence of 2 or more common chronic medical conditions. Using a free-listing technique, participants were asked, “Please list everything you can think of that affects your ability to care for your medical conditions.” Responses were analyzed for potential barriers to self-care. RESULTS Participants’ responses revealed barriers to self-care, including physical limitations, lack of knowledge, financial constraints, logistics of obtaining care, a need for social and emotional support, aggravation of one condition by symptoms of or treatment of another, multiple problems with medications, and overwhelming effects of dominant individual conditions. Many of these barriers were directly related to having comorbidities. CONCLUSIONS Persons with comorbid chronic diseases experience a wide range of barriers to self-care, including several that are specifically related to having multiple medical conditions. Self-management interventions may need to address interactions between chronic conditions as well as skills necessary to care for individual diseases

A randomized, parallel group, pragmatic comparative-effectiveness trial comparing medication-assisted treatment induction methods in primary care practices: The HOMER study protocol.

Opioid use disorder (OUD) represents a public health crisis in the United States. Medication for opioid use disorder (MOUD) with buprenorphine in primary care is a proven OUD treatment strategy. MOUD induction is when patients begin withdrawal and receive the first doses of buprenorphine. Differences between induction methods might influence short-term stabilization, long-term maintenance, and quality of life. This paper describes the protocol for a study designed to: (1) compare short-term stabilization and long-term maintenance treatment engagement in MOUD in patients receiving office, home, or telehealth induction and (2) identify clinically-relevant practice and patient characteristics associated with successful long-term treatment. The study design is a randomized, parallel group, pragmatic comparative effectiveness trial of three care models of MOUD induction in 100 primary care practices in the United States. Eligible patients are at least 16 years old, have been identified by their clinician as having opioid dependence and would benefit from MOUD. Patients will be randomized to one of three induction comparators: office, home, or telehealth induction. Primary outcomes are buprenorphine medication-taking and illicit opioid use at 30, 90, and 270 days post-induction. Secondary outcomes include quality of life and potential mediators of treatment maintenance (intentions, planning, automaticity). Potential moderators include social determinants of health, substance use history and appeal, and executive function. An intent to treat analysis will assess effects of the interventions on long-term treatment, using general/generalized linear mixed models, adjusted for covariates, for the outcomes analysis. Analysis includes practice- and patient-level random effects for hierarchical/longitudinal data. No large-scale, randomized comparative effectiveness research has compared home induction to office or telehealth MOUD induction on long-term outcomes for patients with OUD seen in primary care settings. The results of this study will offer primary care providers evidence and guidance in selecting the most beneficial induction method(s) for specific patients