The Impact Integrated Data System for Quality and Outcomes Tracking of Prevention Programs

Describe the objective(s) of the proposed research including purpose, research question and
design, anticipated length of the entire study, hypothesis and relevant background
information.

There has been substantial progress in developing evidence-based prevention programs (EBPPs)
for preventing risky behaviors and promoting positive outcomes for youth. Unfortunately,
their adoption, quality implementation, long-term sustainability, and scalability in real
world service settings, continues to lag far behind resulting in an inability to achieve the
intended broad scale public impact. This SBIR Phase II project will build on the findings and
feedback gathered from stakeholders in the Phase I project to fully develop and test the
Impact implementation support system. Impact will provide an easy to use, cost- and
time-efficient technology platform that is capable of (a) gathering relevant process and
outcomes data in a feasible way within real-world service settings; (b) producing real-time
analytics (e.g., graphical displays) and meaningful reports at the provider, service setting,
and broader levels (e.g., state-wide); and (c) linking data analytics to continuous quality
improvement (CQI) feedback to help providers achieve best practices and targeted youth
outcomes.

For this Phase II project, 3C will create three instantiations (or 'instances') of Impact,
i.e., one instance for each of three EBPPs. These EBPPs explicitly target one or more mental
health outcomes for youth, and provide a test of the application of Impact to a variety of
service delivery models, including small group-based, universal classroom, and parent
training:

1. Cognitive Behavioral Intervention for Trauma in Schools (CBITS) is an evidence-based
program delivered by mental health providers in the school setting. CBITS has been shown
to reduce posttraumatic stress disorder (PTSD) symptoms, depression, and anxiety for
youth in grades 5-12 as well as improve psychosocial functioning. The 10-session program
teaches cognitive behavioral skills using a mixture of didactic presentations,
relaxation training, and strategies to combat negative thoughts, reduce avoidance,
develop a trauma narrative, and build social problem solving skills. CBITS also includes
1-3 individual child sessions and 2 optional parent sessions.

2. Social Skills Group Intervention K-2 (S.S. GRIN K-2) is an evidence-based program
delivered by mental health providers in the school setting to kindergarten through 2nd
grade children. S.S. GRIN has been shown to improve self-esteem and self-efficacy, as
well as reduce social anxiety and, in aggressive children, reduce aggression and
bullying behavior. The intervention includes 10 small group sessions, delivered in an
in-person format.

3. The third EBP that will be developed and tested for this Phase II research is
Strengthening Families, which has been shown to improve youth outcomes related to
substance use, aggressive and hostile behaviors, and risky sexual behaviors, as well as
parent protective factors such as affective quality and general child management. The
program includes 10-14 sessions, each of which consists of a separate parent and child
meeting followed by a family meeting, designed to help families improve communication,
conflict resolution, appropriate disciplinary factors, and child involvement in the
family. Strengthening Families is implemented in schools, community centers, and mental
health facilities by two to four mental health providers.

The proposed three-year project will accomplish three specific aims: (1) fully develop the
Impact software platform for the three Blueprints-supported EBPPs listed above, (2) conduct a
pilot field study to test whether and in what ways Impact is superior to currently used
process and outcomes tracking methods for each EBPP, and (3) prepare Impact for
commercialization.

Impact's technology infrastructure will be able to accommodate a wide array of EBPPs,
providing a much needed cost-effective mechanism to support broad-scale dissemination and use
in service settings. In addition, administrators will be able to track implementation, thus
enhancing accountability and providing on-going quality assurance, while also providing data
analytics to quickly and effectively monitor impact and cost-effectiveness, thereby
increasing the likelihood a program's core features are adhered to over time and maximizing
treatment benefits for youth.

Inclusion Criteria:

- Must be an Evidence-based Prevention Program Provider

- Regularly implement one of the three supported EBPPs to youth in a school or community
setting

- Commit to implementing that EBPP over the study period (approximately one school year)

- Serve a minimum of 10 youth over the study period

- Be willing to allow 3C researchers to collect data from their setting