Running head: IMPLEMENTATION SUPPORT SYSTEM AND ESI IMPLEMENTATION1
Appendix A
Description of School-based Mental Health ESIs available in Centervention
Adventures in Emotional Literacy (AEL) (Brightwood, DeRosier, Maschauer, & Wilson, 2009; Brightwood, DeRosier, & Maschauer, 2012)
AEL is anempirically supportedclassroom-based curriculum promoting K-5 students’ social and emotional knowledge(Craig et al., 2015). Available for this study was the AEL K-3 program. It includes nine 60-minute scripted lessons taught over a period of nine weeks. The program teaches identification and regulation of emotions using a wide range of activities, including discussion, art, singing, movement, and creative storytelling with story characters. The effectiveness of the intervention was evaluated using a randomized controlled trial with twenty-four kindergarten through second grade classrooms in two schools. Classrooms were assigned to either be an AEL intervention or control classroom. Data were collected on a random sample of six to eight students per classroom (N=147). Students who received the AEL program produced significantly more emotion words and correct descriptions of emotions than students in the control group, independent of baseline emotion knowledge, gender, ethnicity, or classroom (Craig et al., 2015).
Lifestories for Kids (LSK) (Brightwood & DeRosier, 2007; DeRosier & Brightwood, 2007)
LSK is a K-5 program for teaching social and emotional skills through storytelling for use in whole classrooms or small groups. LSK is comprised of nine 50 to 60-minute scripted lessons taught over a period of nine weeks. The program teaches character education that combines evidence-based practices for developing prosocial skills with the ancient art of storytelling. Flipbooks are used for grades K-2 and storybooks for grades 3-5. LSK was found to be empirically supported ina quasi-experimental design study with students from four elementary schools (N=1,975). Using a covariate adjustment for initial differences, schools were randomly assigned to the intervention or control group. Students participating in the intervention experienced statistically significant improvements in social behavior (K-2 program: improved prosocial skills and decreased direct aggression; 3-5 program: decreased direct aggression and immature–impulsive behavior) as compared to students in the control group (DeRosier & Mercer, 2007).
Social Skills Group Intervention (S.S.GRIN)(DeRosier, 2007)
S.S.GRINis a K-5 small group intervention for improving students’ social skills and relationships with peers. The intervention is implemented by the school counselor with students who are identified by teachers as needing extra guidance with socio-emotional competence. The program is comprised of ten 55 to 60-minute scripted lessons taught over a period of 10 weeks. The goal of the program is to help students build social skills and adaptive coping strategies for dealing with challenging social situations.S.S.GRIN covers areas of social-emotional competence such as communication, cooperation, impulse control, perspective taking, conflict management, and empathy.
S.S.GRIN has been endorsed by the National Registry of Evidence-Based Programs and Practices (NREPP). Results from a randomized controlled trial with 381 third grade students experiencing peer-rejection, bullying, or social anxiety, demonstrated significantly improved socio-emotional outcomes (i.e., peer liking, self-esteem, self-efficacy, and social anxiety) for the intervention group compared to the group control (DeRosier, 2004). Similar findings were obtained in a one-year follow-up study with additional positive treatment effects found for higher social acceptance and lower depression and anxiety (DeRosier & Marcus, 2005).
Appendix B
Description of Centervention
Centervention is a web-based tool designed to support providers with quality implementation of empirically supported interventions (ESIs). It includes downloadable resources, online training, ongoing technical assistance, and feedback loops (adherencetrackingand student progress monitoring).
ESI Resources
The online Resource Center provides ESI materials (e.g., manuals, worksheets) in one convenient location. Resources can be viewed, downloaded, and printed.
Online Training
The multimedia ESI training includes video presentations with transcripts, downloadable slides, and knowledge quizzes with CE credit, and can be viewed at any time.
Technical Assistance (TA)
Online TA includes features such asAsk-an-Expert(allowsthe provider to ask a specific question related to ESI implementation), Quick Tips (includingprovider-initiated tips), and Q&As. The Help Center also features frequently asked questions (FAQs), help videos, online help manuals, and access toassistance via email or phone.
Feedback Loops
Adherence Tracking
Providers can track their adherence to the ESIafter each session and over time. Adherence reports are available to be downloaded and printed for each ESI group.
Progress Monitoring
Student progress can be monitored over time, providing an opportunity to make data-driven decisions to maximize ESI results. Group and individual ESIparticipant progress monitoring reports can be viewed, downloaded and printed at any time.