Aim | Construct | Instrument | Instrument characteristics | Timepoints | Method | Informant |
---|---|---|---|---|---|---|
Competence | Knowledge of CBT & treatment of anxiety | Knowledge Test (KT) [55] | 20-item questionnaire rated on a true/false or multiple choice format | Initial training | Self-report | Therapist |
Sample description | Family characteristics | Demographic information | Age, grade, gender, race/ethnicity, and socioeconomic status | Pre- diagnostic evaluation | Self-report | Parents |
Screening | Anxiety disorders | Screen for Child Anxiety Related Disorders (SCARED) [43] | 41-item, 3-point scale (0 = not true or hardly ever true to 2 = very true or often true) organized around five scales and a Total Score | Pre- diagnostic evaluation | Child behavior rating | Parents & teachers |
Aim 1-2 | Effectiveness Child psychopathology | Anxiety Disorders Interview Schedule for Children – DSM-5, Parent Version (ADIS-5-P) [44, 45] | Semi-structured psychiatric interview. English & Spanish versions. DSM-V diagnoses, severity, and comorbidity. Clinical judgment is required to determine clinical diagnosis (Clinician Severity Rating; CSR ≥4) and identify those at risk (CSR=3) | Pre- & post- treatment | Child behavior report | Parents |
Aim 1 | Clinical Global Impression Severity | Clinical Global Impression - Severity CGI-S [71] | Global score based on a 7-point scale (1 = normal, not at all ill to 7 = among the most extremely ill), with lower scores indicating less severity | Pre- & post- treatment | Functional impairment rating | Diagnostician |
Aim 1 | Clinical Global Impression Improvement | Clinical Global Impression - Improvement CGI-I [71] | Global improvement score based on a 7-point scale (1 = very much improved to very much worse); assigned at post-treatment for the primary diagnosis | Post- treatment | Functional impairment rating | Diagnostician |
Aim 1 | Global impairment | Children’s Global Assessment Scale (CGAS) [72] | Children ages 4–16 years. 1–100 scale reflecting level of child’s functioning during a specified time period | Pre- & post- treatment | Functional impairment rating | Diagnostician |
Aims 1-2 | Anxiety symptoms | Multidimensional Anxiety Scale for Children - 2nd Edition (MASC 2) [73] | 50-item, 4-point rating scale (0 = never to 3 = often). Sensitive for measuring treatment effects [73] | Pre- & post- treatment | Child behavior rating & Self-report | Parents & children |
Aims 1-2 | Academic competence | Academic Competence Evaluation Scales (ACES) [74] | Ratings for Reading/Language Arts and Math and academic enablers (i.e., engagement in academic activities and motivation to achieve). Sensitive for measuring intervention effects [74–77] | Pre- & post- treatment | Child academic performance rating | Teachers |
Aim 2 | Implementation Content fidelity | Content Fidelity Checklist (CFC) | Yes/no rating scale to indicate whether or not a therapist covered a particular component of the treatment | Ongoing | Video coding | Independent coding of therapist behavior |
Aim 2 | Process fidelity | Process Fidelity Checklist (PFC) [47] | 12-item, 5-point scale (0 = not at all, to 4 = very often) | Ongoing | Video coding | Independent coding of therapist behavior |
Aim 2 | Content & process fidelity | Supervision Content & Fidelity Measure (SCFM) | Supervision content and process as detailed in the training manual, e.g., prepared for next session; Demonstrated empathy and provided positive reinforcement | Ongoing | Self-report | Supervisor |
Aim 2 | Content & process fidelity | Consultation Content & Process Measure (SCPM) | Consultation content and process as detailed in the training manual, e.g., prepared for next session; Demonstrated empathy and provided positive reinforcement | Ongoing | Self-report | Consultant |
Aim 2 | Appropriateness & acceptability | Qualitative interviews | Interviewers will follow a script to ask questions of supervisors and therapists, e.g., “How acceptable is the level of support you received for the implementation of the FRIENDS protocol?”; “Was the supervision you received from your agency’s supervisor appropriate for running groups with children?”; “Was the consultation you received from the research team appropriate for preparing you to conduct supervision with STS therapists?” | Post-treatment | NVivo coding [78] of interview transcriptions | Therapists & supervisors |
Aim 1-2 | Cost | Therapist time, trainer time, expert supervision, time implementing the program, and cost of materials used in the implementation of the program | Ongoing | Multi-method | Administrators | |
Aim 3 | Moderators Behavioral intentions | Two items, 7-point scale (1 = very unlikely, to 7 = very likely), e.g., “How likely is that you will participate in supervision for the implementation of Friends for Life in the school setting?” | Pre- implementation | Self-report | Therapists | |
Aim 3 | Mediators Service interruptions | Service Interruption Coding (SIC) | Therapist availability for treatment session and supervision: 1) Projected length of the session in minutes minus time spent on interruptions (e.g., answering a phone call, talking about unrelated topics); 2) Number of interruptions; 3) Total number of supervision / consultation and treatment sessions per group | Treatment sessions & supervision | Video coding | Independent coders |
Aim 3 | Reflection on Process; Professional Flexibility; Newly Created Professional Activities; Role Interdependence | Index of Inter-professional Team Collaboration for Expanded School Mental Health (IITC-ESMH) [81] | 26-item, 5-point scale (1 = never, to 5 = always) | Self-report | School team - School & agency employees |