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Table 2 Study measures by construct

From: Protocol for a hybrid type 2 cluster randomized trial of trauma-focused cognitive behavioral therapy and a pragmatic individual-level implementation strategy

Construct Measure Type Informant Timing
Demographics and context
 Provider demographics Age, gender, race/ethnicity, education level, years of experience, etc. Q C T0
 School characteristics/context School size, % eligible for free lunch, racial/ethnic composition, etc. R R T0
Mediators (mechanisms) and moderators for BASIS and TF-CBT
 Attitudes towards EBT Evidence-Based Attitudes Scale (EBPAS) [83] Q C T1-T12
 Subjective norms The modified Subjective Norms measure [42, 84] Q C T1-T12
 Self-efficacy Modified Teacher Self-Efficacy Scale [85] Q C T1-T12
 Maintenance self-efficacy Re-administration of the Modified Teacher Self-Efficacy Scale [59]    
 Intentions to implement EBT The Modified-Intentions to Use Scale [86] Q C T1-T12
 Trauma-related cognitions Child Post-Traumatic Cognitions Inventory (CPTCI) [87] S Y ST1-ST3
 Emotion regulation Emotional Regulation Questionnaire (ERQ) [88] S Y ST1-ST3
 Behavioral avoidance Posttraumatic Avoidance Behavior Questionnaire (PABQ) [89] S Y ST1-ST3
 Implementation climate The Implementation Climate Scale (ICS) [90, 91] Q C T6, T10
 Implementation leadership The Implementation Leadership Scale (ILS) [91, 92] Q C T6, T10
 Implementation determinants Semi-structured interviews with clinicians I C Between T5 and T6
Implementation and sustainment outcomes
 BASIS/AC fidelity Videotaped coding of BASIS facilitation (adherence and competence) O O T2
 TF-CBT consultation participation Consultation sessions attended, days post-training to dropout R N T2-T4
 TF-CBT adoption Date of first TF-CBT session with a client, measured via TF-CBT toolkit R C T2-T8
 TF-CBT implementation completion Days post-training until TF-CBT initiation (screening/symptom assessment, first individual session) R C T2-T5
 TF-CBT fidelity Adherence via 3 coded sessions using TF-CBT version of the Therapy Procedures Observational Coding System for Child Psychotherapy (TF-CBT TPOCS; developed by Co-I Dorsey [93] O O T2-T8
 TF-CBT sustainment For clinicians who adopted TF-CBT in year 1 of their participation, re-initiation of TF-CBT in year 2 R C T6-T8
 TF-CBT cost Incremental costs for TF-CBT, collected via survey, records, and interview. R, S, I C T5
 BASIS cost Incremental costs for BASIS, collected via survey, records, and interview. R, S, I C T3
Youth clinical and functional outcomes
 Demographics Age/grade, gender, race, ethnicity, family income, parent occupation Q P, Y ST1
 PTSD/PTS symptoms Child PTSD symptoms scale for DSM-V (CPSS-V) [94] Q P, Y ST1-ST3
 Emotional attributions Parent Emotional Reactivity Questionnaire (PERQ) [95] Q Y ST1-ST3
 Depressive symptoms Moods and Feels Questionnaire Short Form (S-MFQ) [96] Q Y ST1-ST3
 Psychosocial functioning The Strengths and Difficulties Questionnaire (SDQ) [97] Q P, Y ST1-ST3
 Academic outcomes School administrative records (attendance, discipline, achievement) R R ST1-ST3
  1. Type of measure: S survey, I interview, O observation, R records. Informant: C clinician, N consultant, O observer, P parent, R record, Y youth. Timing: clinician timing—T0 consenting, T1-T5 baseline, T6 time post-training, T7 3 months, T8 6 months, T9 9 months, T10 sustainment 1 (fall), T11 sustainment 2 (winter), T12 sustainment 3 (spring); student timing—ST1 student time 1, ST2 student time 2, ST3 student time 3