Table 2 Fidelity checklist summary for REP, coaching, and facilitation components

REP

Step 1: identify schools and SPs, market CBT program

# SP names and contacts, marketing reach (# web hits)

Step 1: DM disseminates SP and school administrator baseline surveys

# completed surveys

Step 1: TS orients and trains SPs to use web tool to track all CBT encounters

# SPs at schools receiving package, # website visits

AN randomizes eligible sites to REP or REP+coaching—phase 1

Complete phase 1 randomization

Step 2: TS holds training (1 day)

# SPs trained

Step 2: DM receives list of 10 students/SP

# students listed at each site

Step 3: TS with TA begin virtual CBT technical assistance phase via regular calls

Call date with SPs, # CBT sessions/site

Step 3: DM monitors SP uptake of CBT at schools via web tool

# students identified at each school, # CBT sessions

Step 3: DM starts student assessments

# student assessments completed

Step 3: TA disseminates school-specific uptake monthly report, eligibility survey

# monthly reports disseminated to each school

AN determines if site would benefit from facilitation

AN randomizes sites that might benefit to add facilitation or not—phase 2

Complete phase 2 randomization for schools that might benefit from facilitation

Step 3: TA holds as-needed calls with SPs upon request regular conference calls

# conference calls held and attendance

Step 3: TA sends out regular newsletter highlighting CBT success stories

# newsletters disseminated

Coaching

Coaching fidelity checklist (TRAILS)

Step 1: Pre-CBT session to focus on priorities in CBT session

Coach communicates with SP prior to session to identify 2–3 session priorities, provides resources

Step 2: During CBT session, feedback on session quality

Coach attends student skills group session with SP

Role played a skill during session and models skill delivery

Coach documents if any session components are incomplete/insufficient, and during session models proper delivery during group

Coach provides 1–2 session strengths and 1–2 session weaknesses to SP, via written or oral feedback

Coach provides 1–2 suggestions for improvement in delivery, via written or oral feedback, on either CBT skill or overall presentation of group format

Step 3: Post-CBT-session, preview of upcoming sessions

Coach previews upcoming session goal with SP, provides additional guidance on delivery based on strengths/weaknesses

Facilitation

Step 1 (initiating and benchmarking): facilitator initiates SP calls, identifies barriers, facilitators to CBT implementation

# calls completed with SPs, # minutes/call

Step 1: facilitator and SP agree on specific uptake goal (e.g., % students completing six sessions)

Facilitator records each site-specific goal, and if met in 6 months

Step 2 (mentoring): facilitator continues regular calls w/SP, IDs strengths, and influence points; identifies school administrator priorities and additional school champions

Facilitator lists SP’s strengths, linkages to points of influence, school priorities, and champions

Step 2: facilitator assists SP in aligning strengths/influence with specific CBT uptake goals and advises on aligning strengths to enhance implementation

Facilitator completes action plan linking strengths

Step 3 (leveraging): facilitator consults with SP’s coach and SP (facilitation + coach arm only) and provides guidance on mitigating barriers to uptake

# consultations with coach

Step 3: facilitator holds monthly consultation meeting with study staff, coach consultation team

# meetings, minutes created by facilitator

Step 3: facilitator helps SP summarize and present added value of CBT to administrators

Facilitator records examples of CBT added value

Step 4 (ongoing marketing): facilitator/SP develop CBT sustainability plan and present to site leadership

Facilitator/SP completes sustainability plan

Step 4: facilitator refers SPs to additional resources including REP TA

# referrals facilitation made for each site to TA