| Autor: |
Haack LM; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco., Pfiffner LJ; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco., Darrow SM; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco., Lai J; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco., Alcaraz Beltrán DK; Departamento de Psicologia, Universidad Autonoma de Sinaloa., Beltrán JUM; Departamento de Informatica, Universidad Autonoma de Sinaloa., Moreno Candil E; Departamento de Informatica, Universidad Autonoma de Sinaloa., Delgado García K; Departamento de Psicologia, Universidad Autonoma de Sinaloa., Arriaga Guerrero MF; Departamento de Psicologia, Universidad Autonoma de Sinaloa., Ledesma Saldaña DM; Departamento de Psicologia, Universidad Autonoma de Sinaloa., Urquídez Valdez ME; Departamento de Psicologia, Universidad Autonoma de Sinaloa., Araujo EA; Departamento de Psicologia, Universidad Autonoma de Sinaloa. |
| Jazyk: |
angličtina |
| Zdroj: |
School psychology (Washington, D.C.) [Sch Psychol] 2023 Nov 16. Date of Electronic Publication: 2023 Nov 16. |
| DOI: |
10.1037/spq0000580 |
| Abstrakt: |
Neurodevelopmental disorders of inattention and disruptive behavior, such as attention-deficit/hyperactivity disorder and oppositional defiant disorder, are among the most common youth mental health conditions across cultures. There is a need to develop more accessible school-based intervention and training programs, as well as create a system with clinical research capacity for scalable school clinician training and evaluation, to support students with attention and behavior concerns worldwide. We adapted the collaborative life skills program for Mexico (i.e., CLS-FUERTE) for remote delivery (i.e., CLS-R-FUERTE) and conducted a three-school open trial with N = 67 participants ( n = 7-8 students per school [ages 6-12] and their parents, teachers, and school clinicians). We examined fidelity to program content, attendance and adherence records, in vivo observations of program delivery, and postmeeting feedback informing iterative program changes between each school cohort. We also examined improvements in youth attention and behavior rated by parents and teachers to evaluate the remote program effectiveness. CLS-R-FUERTE feasibility, acceptability, and usability findings were promising. Iterative program changes between each school cohort were minor and included adapted curriculum order, enhanced engagement strategies, and technology adjustments. Many students demonstrated reliable change, and the pre-post program improvements were comparable to outcomes from the in-person CLS-FUERTE trial, indicating preliminary effectiveness. Our pilot CLS-R-FUERTE effort supports the process of iteratively adapting, implementing, and evaluating remote school-based intervention and training programs to enhance potential flexibility, accessibility, and scalability. Challenges emerging from technological problems and in context of the COVID-19 pandemic, as well as solutions, are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved). |
| Databáze: |
MEDLINE |
| Externí odkaz: |
|
