ABSTRACT
Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based intervention to treat Post-traumatic Stress Disorder among youth ages 3-18 years. In this pilot study, 31 clinicians in 13 urban public schools received TF-CBT training to improve access to a high-quality trauma treatment for youth in need. A mixed methods design was used to assess implementation barriers, facilitators and outcomes to examine initial feasibility, acceptability, and appropriateness of TF-CBT delivered in school settings. Although 70% of clinicians reported confidence in the evidence-base of TF-CBT and its potential to support their students who have a very high prevalence of lifetime trauma exposure, implementation practice outcomes suggest a wide range of TF-CBT use (Range = 0 to 11 students enrolled per clinician, Mean = 1.4 students) with 23 clinicians implementing the TF-CBT model with at least one case. Results point to the potential value of training school mental health clinicians in TF-CBT based on its compatibility with student needs. Yet, by connecting focus group results to top-rated barriers and facilitators, we identify several adjustments that should be made to improve intervention-setting fit in future studies. Specifically, school setting-specific intervention adaptations, school-tailored implementation support and thoughtful consideration of school-based clinicians' roles and responsibilities are needed to enhance future implementation success.
ABSTRACT
A battery of items testing oral stereognostic ability was individually presented to 168 children, 12 boys and 12 girls at each of seven age levels from 4-5 to 11-4. Age was significantly related to oral stereognostic scores; older subjects scored significantly higher than younger subjects. Sex was also significant; girls scored higher than boys. The interaction of age and sex was not significant.
Subject(s)
Child Development , Stereognosis , Age Factors , Child , Child, Preschool , Eating , Female , Humans , Male , Mouth , Sex FactorsABSTRACT
An alternative method for assessing oral perceptual skills was developed to address some of the practical limitations of the standard form test. The alternate forms and standard NIH Oral Stereognostic Forms were administered to 182 children. Scores resulting from presentation of standard NIH forms and alternate edibles correlated .76. Suggestions for using the alternate forms for routine oral stereognostic testing are presented.
