Roger Goosey

We have developed and are currently testing the Beliefs and Attitudes for Successful Implementation in Schools (BASIS) implementation strategy. BASIS is a theoretically-drive, intervention-agnostic, and individually-focused implementation strategy designed to increase motivation and engagement prior to – and immediately following – initial training in evidence-based practices. Access the BASIS R01 study protocol here.   Check out related projects: BASIS-Optimization and BASIS-T

The goal of this study is to make the theory driven pre-implementation - Beliefs and Attitudes for Successful Implementation in Schools (BASIS) - to be most impactful and optimized for effectiveness and delivered in a digitized, resource-sensitive, scalable, and potentially sustainable way to improve school-based mental health providers’ implementation of evidence-based practices (EBP). The BASIS optimization project is funded as a component of the NIMH-funded IMPACT Center at the University of Washington.

We have developed – and are currently conducting a large-scale randomized trial of – at teacher-focused version of the Beliefs and Attitudes for Successful Implementation in Schools (BASIS) implementation strategy. BASIS-T is being tested in context of Positive Greetings at the Door (PGD) implementation. Details are available in a study protocol published in Implementation Science.

The HELM project will adapt and test an existing leadership-focused implementation strategy (Leadership and Organizational Change for Implementation; https://link.springer.com/article/10.1186/s13012-014-0192-y) for use with elementary school principals in buildings where universal social, emotional, and behavioral program are being implemented. For more information about this project, click here.

---

Want to participate? See information below.

[maxbutton id="2" url="mailto:usability@uw.edu" text="HAVE A QUESTION?" window="new" ]

 

---

Project Information

The aims of this project are to:

1. Evaluate the usability of leading, evidence-based Tier 1 social-emotional learning (SEL) programs and practices and identify unique and common usability problems.
2. Explore the links between SEL programs/practices usability and implementation and student outcomes.
3. Refine the USABILITY theory of change, develop a matrix of usability problems and redesign solutions, and articulate guidance to the field for designing usable Tier 1 SEL programs/practices.

  The research reported here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A230391 to the University of Washington. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

---

Importance

This is the first study to evaluate the usability of school-wide, universal SEL programs - in other words, how easy (or hard) they are to implement from the perspectives of teachers and students. We will also explore how much a SEL program/practice's usability matters to school and student outcomes.

---

 

---

Recruitment

The study is actively recruiting participants to complete the virtual user testing component.

------------------------------------------------------------------------------------------------------------------

ELIGIBILITY

We invite teachers and students who meet the following criteria to participate.

Teachers Employed at elementary school Teach K - 6th grade Teach general education students Any range of previous experience with SEL programs and practices View informational flyer here > Complete interest survey > Teachers will not participate as a representative of their school or district.

Students Enrolled at elementary school Enrolled in 4th - 6th grade General education student Any range of previous experience with SEL programs and practices View informational flyer here > Complete interest survey >

------------------------------------------------------------------------------------------------------------------

PARTICIPATION Participants are asked to complete virtual testing of 2 SEL programs where they will: Teachers will be asked to review digital SEL program materials 2 weeks prior to the session Share thoughts and experiences on their engagement with the programs Complete brief surveys on perspectives of the programs Teachers Will participate individually Have the option to complete one 2-hour session or split their time across two 1-hour sessions Will receive $250 digital gift card (halved if only one session is attended out of two) Students Will participate in a group setting of 2 - 3 students Will complete one 2-hour session Will receive $200 digital gift card

 

Black and Latinx youth continue to receive lower quantity and quality mental healthcare compared to Non-Hispanic White youth, despite similar rates of unmet need. Clinician implicit bias has been implicated as a major contributor to inequitable mental health treatment and outcomes for youth. This study, addressing the third aim of the supplemental BOLT parent grant (NIMH 3R34MH109605-02S1), aims to pilot test a Virtual Implicit Bias Reduction and Neutralization Training (VIBRANT) for school mental health clinicians as an innovative strategy for reducing clinician implicit bias, improving the equitable delivery of high quality, evidence-based mental healthcare, and ultimately improving mental health outcomes for Black and Latinx youth.