4 - (SYM 31) Expanding TEAMS Leadership Institute to Train Community Mental Health and Education Leaders in Selecting and Implementing Evidence-based Practices for Autism

Introduction: Despite costly investments in development of evidence-based practices (EBPs) to support autistic children, EBPs are not routinely used in community-based care. Research on generalizable methods to improve the effectiveness of care through increased use of research evidence, including the selection, implementation, and sustainment of EBPs, has been limited and is critical to meet the growing public health need for this population (Proctor et al., 2011).  

Methods: The TEAMS Leadership Institute (TLI; Brookman-Frazee & Stahmer, 2018), an organization-level implementation leadership strategy, informed the development of the Evidence Based Practice Leadership Institute, a training focused on building absorptive capacity (i.e., acquisition, assimilation, transformation, and application) of research literature for selecting, implementing, and sustaining EBPs in public services for children. Executive and mid-level leaders and providers from mental health programs and school districts in California participated in information sessions, focus groups, and completed surveys providing feedback on content and structure of the EBP Leadership Institute. The effectiveness of the EBP Leadership Institute is currently being field tested with leaders from one school district and one mental health clinic. Leaders complete a survey after each training session and an interview after training completion to provide feedback on appropriateness, feasibility, and areas of strength and improvement.  

Results: Thirty leaders and providers offered feedback on the content and structure of the EBP Leadership Institute. Quantitative data indicated high ratings (on a scale of 1-5) for the program sequence (4.8), content (4.5) and feasibility of drafting an implementation plan (4.2). Qualitative themes included high ratings of the utility and usability of the format and sequence; need for ongoing coaching calls, and suggestions to improve implementation plan structure and format. Adaptations addressing each concern were made. Preliminary feedback from the ongoing field test indicates leaders rated (on a scale of 1-5) the training sessions as very appropriate (4.53) and feasible (3.87). 

Conclusion: Results will help document the EBP Leadership institute co-design process, characterize the use of research evidence in mental health programs and school districts, and elucidate organizational determinants (barriers/facilitators) of using research evidence to select, implement, and sustain evidence-based practices for Autism.