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Farhood LF, Doumit MAA, Chamseddine ZM, Farhoud JA. A Framework for School-Based Mental Health Programs in Conflict Zones. Community Ment Health J 2024:10.1007/s10597-024-01322-2. [PMID: 39060697 DOI: 10.1007/s10597-024-01322-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 07/09/2024] [Indexed: 07/28/2024]
Abstract
The significant rise in the prevalence of mental health disorders among school children and adolescents in Lebanon and conflict zones necessitate immediate interventions. Despite this elevated prevalence, such communities currently lack effective programs which clearly identify the concepts of mental health promotion and prevention among school children. Addressing this gap, our paper aims to propose a contextual model and framework for educators, researchers and policy-makers. The proposed model includes 3-levels comprising set of actions and interventions. Interventions adopted at each level should be fine-tuned to produce a caring and supportive learning environment that effectively incorporates the three essential domains of student's mental health: promoting mental health protective factors, notably social and emotional learning (SEL) and resilience, as well as preventing mental health disorders (MHD). Interventions set at each level are elaborated in the framework and linked to the corresponding segments present in the school environment to include teachers, family, community, media, and policymakers. The framework also extends these interventions to encompass the core competencies of SEL, resilience, as well as the prevention of the most prevalent mental health disorders in conflict zones.
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Affiliation(s)
- Laila F Farhood
- Hariri School of Nursing, HSON, American University of Beirut, Riad El Solh, PO Box: 11 0236, Beirut, 1107 2020, Lebanon.
- Psychiatry Department, Faculty of Medicine, American University of Beirut, Riad El Solh, Beirut, 1107-2020, Lebanon.
| | - Myrna A A Doumit
- Hariri School of Nursing, HSON, American University of Beirut, Riad El Solh, PO Box: 11 0236, Beirut, 1107 2020, Lebanon
| | - Zahraa M Chamseddine
- Hariri School of Nursing, HSON, American University of Beirut, Riad El Solh, PO Box: 11 0236, Beirut, 1107 2020, Lebanon
| | - Jad A Farhoud
- American University of Beirut, Riad El Solh, Beirut, 1107-2020, Lebanon
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2
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Hendricker E, Bender SL, Ouye J. Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/15/2023]
Affiliation(s)
- Elise Hendricker
- Department of Psychology, College of Liberal Arts and Social Sciences University of Houston‐Victoria Katy Texas USA
| | - Stacy L. Bender
- Department of Counseling and School Psychology, College of Education and Human Development University of Massachusetts‐Boston Boston Massachusetts USA
| | - Jenna Ouye
- Martinez Unified School District Martinez California USA
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Cook AL, Murphy KM. Advancing Transformative Social-Emotional Learning Through Group Work with Upper Elementary Students. JOURNAL FOR SPECIALISTS IN GROUP WORK 2023. [DOI: 10.1080/01933922.2022.2158974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
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4
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Canenguez KM, Farley AM, Squicciarini AM, Dutta A, Simonsohn A, Holcomb JM, Peña F, Leiva L, Benheim TS, Guzmán J, Jellinek M, Murphy JM. Implementation and Outcomes of a National School-Based Mental Health Program for Middle School Students in Chile. SCHOOL MENTAL HEALTH 2022; 15:165-176. [PMID: 36160322 PMCID: PMC9489263 DOI: 10.1007/s12310-022-09541-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2022] [Indexed: 11/25/2022]
Abstract
Background Chile's national school-based mental health program, Skills for Life (SFL), has demonstrated effectiveness in improving behavioral and academic outcomes in first- through third-grade students. The current study assessed the feasibility and outcomes of SFL's program for sixth- through eighth-grade students. Methods We assessed the percentage of students who participated in the program and longitudinal changes on teacher-reported Teacher Observation of Classroom Adaptation Re-Revised (TOCA-RR) scores, youth-reported Pediatric Symptom Checklist-Chile (PSC-Y-CL) scores, grade-point average, and school attendance from sixth to eighth grade (2016-2018) for SFL's workshop intervention. Linear mixed effects models analyzed the association between outcome variables and workshop attendance. Results Of the 30,649 sixth graders who attended the 754 participating schools in 2016, 28,204 (92.0%) were screened with the TOCA-RR. Of the 1829 students who screened at risk, 1344 had available workshop data for seventh grade, with 86.9% of them participating in most (≥ 7) workshop sessions. Workshop attendance was significantly associated with improvements in school attendance and peer relationships (a TOCA-RR subscale) in eighth grade. Conclusions With high rates of behavioral health screening and workshop attendance, this study demonstrated the feasibility of implementing SFL's middle school program on a national scale. Higher workshop attendance by at-risk students was associated with better school attendance and peer relationships in eighth grade, as well as better but not significantly different outcomes on other measures (e.g., teacher-rated school performance and aggressive behavior in the classroom). Overall, these findings provide preliminary evidence of the feasibility and benefits of SFL's middle school program.
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Affiliation(s)
- Katia M. Canenguez
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
| | - Alyssa M. Farley
- Center for Anxiety and Related Disorders, Boston University, Boston, MA USA
| | | | - Anamika Dutta
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | - Ariela Simonsohn
- Department of School Health, Junta Nacional de Auxilio Escolar y Becas, Santiago, Chile
| | - Juliana M. Holcomb
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | | | - Loreto Leiva
- Department of Psychology, University of Chile, Santiago, Chile
| | - Talia S. Benheim
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
| | - Javier Guzmán
- Department of School Health, Junta Nacional de Auxilio Escolar y Becas, Santiago, Chile
| | - Michael Jellinek
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
- Department of Pediatrics, Harvard Medical School, Boston, MA USA
| | - J. Michael Murphy
- Department of Psychiatry, Massachusetts General Hospital, Yawkey 6A, 55 Fruit Street, Boston, MA 02114 USA
- Department of Psychiatry, Harvard Medical School, Boston, MA USA
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Ng ZJ, Willner CJ, Mannweiler MD, Hoffmann JD, Bailey CS, Cipriano C. A Systematic Review of Emotion Regulation Assessments in US Schools: Bridging the Gap Between Researchers and Educators. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09691-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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A Systematic Review of Sequential Multiple-Assignment Randomized Trials in Educational Research. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09660-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Cinar E, Anaby D, Dostie R, Camden C. Perspectives of International Experts on Collaborative Tiered School-Based Physiotherapy Service Delivery. Phys Occup Ther Pediatr 2022; 42:595-614. [PMID: 35535646 DOI: 10.1080/01942638.2022.2073799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
AIMS The purpose of this Phase II study is to identify the perceived strengths and weaknesses of a collaborative tiered school-based physiotherapy (PT) service delivery model, considering its core attributes and tiered interventions identified in the first phase of the study (Phase I), and explore the potential facilitators and barriers to implementing the model internationally. METHODS Three focus group discussions were conducted with international experts (n = 16) Discussions focused on the core attributes and tiered interventions of the model in Phase I. Data were analyzed using a framework approach and SWOT (strengths, weaknesses, opportunities, and threats) analysis. RESULTS Themes surrounding the perceived characteristics of the model included comprehensiveness, guiding document, collaborative approach, and inclusiveness. Additional themes were related to the implementation that included governance, professional roles, workload, implementation in different countries, advocacy, and available opportunities. A framework table was tabulated to present the strengths and weaknesses of the service delivery model and available opportunities, and potential barriers to implementation. CONCLUSIONS This study revealed international perspectives regarding a proposed collaborative tiered school-based PT service delivery model and presented a framework to guide clinicians, researchers, and policymakers for the implementation of tiered approaches.Relationships between health and education have been more pronounced in recent years, and interactions between healthcare and the education system have evolved (Zajacova & Lawrence, 2018). Recent recommendations of the World Health Organization (WHO) and UNESCO suggest that "every school should be a health-promoting school", and provided intervention guidelines for the global standards for health-promoting schools (WHO., 2021a). In the meantime, education sectors in different countries have shifted inclusive education policy, with a focus not only on students with disabilities, but all students (Whitley & Hollweck, 2020). In conjunction with the changes in both education and school health services (WHO., 2021b), researchers in the field of speech-language therapy (SLT), occupational therapy (OT) (Camden et al., 2021), and physiotherapy (PT) (Cinar et al., 2021), have been exploring tiered approaches to delivering services in schools, and searching for collaborative strategies to encourage interaction between stakeholders in health and education sectors.
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Affiliation(s)
- Eda Cinar
- Research Centre of the Sherbrooke, University Hospital Centre, Sherbrooke, Quebec, Canada
| | - Dana Anaby
- School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada
| | - Rosalie Dostie
- Sherbrooke University and Research Centre of the Sherbrooke University Hospital Centre, Quebec, Canada
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- The Members of PRISE (Physiotherapists-inteRnatIonal School-basEd) PT Network
| | - Chantal Camden
- School of Rehabilitation, Sherbrooke University and Research Centre, Sherbrooke University Hospital Centre, Sherbrooke, Quebec, Canada
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Bigirumurame T, Uwimpuhwe G, Wason J. Sequential multiple assignment randomized trial studies should report all key components: a systematic review. J Clin Epidemiol 2021; 142:152-160. [PMID: 34763037 DOI: 10.1016/j.jclinepi.2021.11.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 10/15/2021] [Accepted: 11/03/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVE Sequential Multiple Assignment Randomised Trial (SMART) designs allow multiple randomisations of participants; this allows assessment of stage-specific questions (individual randomisations) and adaptive interventions (i.e. treatment strategies). We assessed the quality of reporting of the information required to design SMART studies. STUDY DESIGN AND SETTING We systematically searched four databases (PubMed, Ovid, Web of Science and Scopus) for all trial reports, protocols, reviews, and methodological papers which mentioned SMART designs up to June 15, 2020. RESULTS Of the 157 selected records, 12 (7.64%) were trial reports, 24 (15.29%) were study protocols, 91 (58%) were methodological papers, and 30 (19.1%) were review papers. All these trials were powered using stage-specific aims. Only four (33.33%) of these trials reported parameters required for sample size calculations. A small number of the trials (16.67 %) were interested in determining the best embedded adaptive interventions. Most of the trials did not report information about multiple testing adjustment. Furthermore, most of records reported designs that were mainly focused on stage-specific aims. CONCLUSIONS Some features of SMART designs are seldomly reported and/or used. Furthermore, studies using this design tend to not adequately report information about all the design parameters, limiting their transparency and interpretability.
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Affiliation(s)
- Theophile Bigirumurame
- Biostatistics Research Group, Population Health Sciences Institute, Newcastle University, Newcastle Upon Tyne, UK.
| | | | - James Wason
- Biostatistics Research Group, Population Health Sciences Institute, Newcastle University, Newcastle Upon Tyne, UK
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Hogue A, Henderson CE, Ozechowski TJ, Becker SJ, Coatsworth JD. Can the group harm the individual? Reviewing potential iatrogenic effects of group treatment for adolescent substance use. CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE 2021. [DOI: 10.1111/cpsp.12307] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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10
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Using Conjoint Analysis to Predict Teachers’ Preferences for Intervention Intensity. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09385-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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11
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LeGros TA, Jacobs LE, Goodman GL, Orzech KM, Holmes E. A Systems Approach Helps Explain Significant Improvements in Local Wellness Policies Among SNAP-Ed-Supported School Districts. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2020; 52:766-774. [PMID: 32276880 DOI: 10.1016/j.jneb.2020.02.010] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 02/13/2020] [Accepted: 02/16/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To assess changes in written local wellness policies (LWPs) across time within Supplemental Nutrition Assistance Program Education (SNAP-Ed)-participating districts. DESIGN Sequential, explanatory mixed methods. SETTING From October 1, 2015 to September 30, 2016, SNAP-Ed agencies submitted LWPs from partner school districts in Arizona. They received back scores and customized recommendations. To assess changes, LWPs were rescored between October 1, 2017 and September 30, 2018. PARTICIPANTS Sixteen local SNAP-Ed agencies worked with 57 districts. INTERVENTIONS Districts' LWP revisions supported by SNAP-Ed agencies during the 2-year pre-post period. MAIN OUTCOME MEASURES Policy comprehensiveness and strength from 0 (worst) to 100 (best), measured by the Wellness School Assessment Tool. ANALYSIS Paired t test to compare pre-post scores. Content analysis of State Educational Agency administrative reviews and thematic analysis of SNAP-Ed narrative reports to explore causation. RESULTS Total scores increased (comprehensiveness: +12.4, P < .001, 95% confidence interval, 8.1-16.7; strength: +13.5, P < .001, 95% CI, 9.3-17.7). Improvements were also found for comprehensiveness by section, except Nutrition Education, and for strength across all sections. Qualitative findings suggest that SNAP-Ed interventions combined with state and federal influence contributed to the improvements. CONCLUSIONS AND IMPLICATIONS Local wellness policies in SNAP-Ed-supported districts improved over time. State and federal LWP guidelines can work synergistically with SNAP-Ed interventions to influence improvements.
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Affiliation(s)
- Theresa A LeGros
- Department of Nutritional Sciences, University of Arizona, Tucson, AZ.
| | - Laurel E Jacobs
- Department of Nutritional Sciences, University of Arizona, Tucson, AZ
| | - Gregory L Goodman
- Department of Nutritional Sciences, University of Arizona, Tucson, AZ
| | - Kathryn M Orzech
- Department of Nutritional Sciences, University of Arizona, Tucson, AZ
| | - Elizabeth Holmes
- Arizona Department of Health Services, Bureau of Nutrition and Physical Activity, Phoenix, AZ
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Patrick ME, Boatman JA, Morrell N, Wagner AC, Lyden GR, Nahum-Shani I, King CA, Bonar EE, Lee CM, Larimer ME, Vock DM, Almirall D. A sequential multiple assignment randomized trial (SMART) protocol for empirically developing an adaptive preventive intervention for college student drinking reduction. Contemp Clin Trials 2020; 96:106089. [PMID: 32717350 DOI: 10.1016/j.cct.2020.106089] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 07/17/2020] [Accepted: 07/20/2020] [Indexed: 11/18/2022]
Abstract
College student alcohol use and associated negative consequences are clear public health problems with consequences including damage to self, others, and institutions. This paper describes the protocol of a research study designed to answer a number of important questions in the development of an adaptive preventive intervention (API) to reduce high-risk drinking among first-year college students. The API is designed to educate students and to motivate heavy-drinking college students to engage in existing resources to support reducing high-risk alcohol use, by leveraging technology-based intervention modalities. The primary outcome is a reduction in binge drinking, with secondary outcomes of reducing negative alcohol-related consequences and increasing health services utilization. Adaptive preventive interventions have the potential to reduce the acute and long-term negative health consequences of young adult alcohol use.
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Affiliation(s)
- Megan E Patrick
- Institute for Translational Research in Children's Mental Health, University of Minnesota, 1100 Washington Avenue South, Suite 101, Minneapolis, MN 55415, USA.
| | - Jeffrey A Boatman
- Division of Biostatistics, University of Minnesota, 420 Delaware Street Southeast, MMC 303 Mayo, Minneapolis, MN 55455, USA
| | - Nicole Morrell
- Institute for Translational Research in Children's Mental Health, University of Minnesota, 1100 Washington Avenue South, Suite 101, Minneapolis, MN 55415, USA
| | - Anna C Wagner
- Institute for Translational Research in Children's Mental Health, University of Minnesota, 1100 Washington Avenue South, Suite 101, Minneapolis, MN 55415, USA
| | - Grace R Lyden
- Division of Biostatistics, University of Minnesota, 420 Delaware Street Southeast, MMC 303 Mayo, Minneapolis, MN 55455, USA
| | - Inbal Nahum-Shani
- Institute for Social Research, University of Michigan, P.O. Box 1248, 426 Thompson Street, Ann Arbor, MI 48106, USA
| | - Cheryl A King
- Department of Psychiatry, University of Michigan, 4250 Plymouth Road, Room 2129, Ann Arbor, MI 48109, USA
| | - Erin E Bonar
- Department of Psychiatry, University of Michigan, 4250 Plymouth Road, Room 2129, Ann Arbor, MI 48109, USA; Injury Prevention Center, University of Michigan, 2800 Plymouth Road, NCRC Building 10, Ann Arbor, MI 48109, USA
| | - Christine M Lee
- Department of Psychiatry and Behavioral Sciences, Center for the Study of Health and Risk Behaviors, University of Washington, 1100 Northeast 45(th) Street, Suite 300, Seattle, WA 98105, USA
| | - Mary E Larimer
- Department of Psychiatry and Behavioral Sciences, Center for the Study of Health and Risk Behaviors, University of Washington, 1100 Northeast 45(th) Street, Suite 300, Seattle, WA 98105, USA
| | - David M Vock
- Division of Biostatistics, University of Minnesota, 420 Delaware Street Southeast, MMC 303 Mayo, Minneapolis, MN 55455, USA
| | - Daniel Almirall
- Institute for Social Research, University of Michigan, P.O. Box 1248, 426 Thompson Street, Ann Arbor, MI 48106, USA
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Ghosh P, Nahum-Shani I, Spring B, Chakraborty B. Noninferiority and equivalence tests in sequential, multiple assignment, randomized trials (SMARTs). Psychol Methods 2020; 25:182-205. [PMID: 31497981 PMCID: PMC7061067 DOI: 10.1037/met0000232] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Adaptive interventions (AIs) are increasingly popular in the behavioral sciences. An AI is a sequence of decision rules that specify for whom and under what conditions different intervention options should be offered, in order to address the changing needs of individuals as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is a novel trial design that was developed to aid in empirically constructing effective AIs. The sequential randomizations in a SMART often yield multiple AIs that are embedded in the trial by design. Many SMARTs are motivated by scientific questions pertaining to the comparison of such embedded AIs. Existing data analytic methods and sample size planning resources for SMARTs are suitable only for superiority testing, namely for testing whether one embedded AI yields better primary outcomes on average than another. This calls for noninferiority/equivalence testing methods, because AIs are often motivated by the need to deliver support/care in a less costly or less burdensome manner, while still yielding benefits that are equivalent or noninferior to those produced by a more costly/burdensome standard of care. Here, we develop data-analytic methods and sample-size formulas for SMARTs testing the noninferiority or equivalence of one AI over another. Sample size and power considerations are discussed with supporting simulations, and online resources for sample size planning are provided. A simulated data analysis shows how to test noninferiority and equivalence hypotheses with SMART data. For illustration, we use an example from a SMART in the area of health psychology aiming to develop an AI for promoting weight loss among overweight/obese adults. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Palash Ghosh
- Centre for Quantitative Medicine, Duke-NUS Medical School,
National University of Singapore, Singapore
| | | | - Bonnie Spring
- Center for Behavior and Health, Northwestern University
Feinberg School of Medicine
| | - Bibhas Chakraborty
- Centre for Quantitative Medicine, Duke-NUS Medical School,
National University of Singapore, Singapore
- Department of Statistics and Applied Probability, National
University of Singapore
- Department of Biostatistics and Bioinformatics, Duke
University
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Fornander MJ, Kearney CA. Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis. Front Psychol 2020; 10:3079. [PMID: 32038423 PMCID: PMC6985447 DOI: 10.3389/fpsyg.2019.03079] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 12/29/2019] [Indexed: 12/05/2022] Open
Abstract
School attendance problems are highly prevalent worldwide, leading researchers to investigate many different risk factors for this population. Of considerable controversy is how internalizing behavior problems might help to distinguish different types of youth with school attendance problems. In addition, efforts are ongoing to identify the point at which children and adolescents move from appropriate school attendance to problematic school absenteeism. The present study utilized ensemble and classification and regression tree analysis to identify potential internalizing behavior risk factors among youth at different levels of school absenteeism severity (i.e., 1+%, 3+%, 5+%, 10+%). Higher levels of absenteeism were also examined on an exploratory basis. Participants included 160 youth aged 6-19 years (M = 13.7; SD = 2.9) and their families from an outpatient therapy clinic (39.4%) and community (60.6%) setting, the latter from a family court and truancy diversion program cohort. One particular item relating to lack of enjoyment was most predictive of absenteeism severity at different levels, though not among the highest levels. Other internalizing items were also predictive of various levels of absenteeism severity, but only in a negatively endorsed fashion. Internalizing symptoms of worry and fatigue tended to be endorsed higher across less severe and more severe absenteeism severity levels. A general expectation that predictors would tend to be more homogeneous at higher than lower levels of absenteeism severity was not generally supported. The results help confirm the difficulty of conceptualizing this population based on forms of behavior but may support the need for early warning sign screening for youth at risk for school attendance problems.
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Affiliation(s)
- Mirae J. Fornander
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
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Fornander MJ, Kearney CA. Family Environment Variables as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis. Front Psychol 2019; 10:2381. [PMID: 31681130 PMCID: PMC6813209 DOI: 10.3389/fpsyg.2019.02381] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 10/07/2019] [Indexed: 11/13/2022] Open
Abstract
School attendance problems, including school absenteeism, are common to many students worldwide, and frameworks to better understand these heterogeneous students include multiple classes or tiers of intertwined risk factors as well as interventions. Recent studies have thus examined risk factors at varying levels of absenteeism severity to demarcate distinctions among these tiers. Prior studies in this regard have focused more on demographic and academic variables and less on family environment risk factors that are endemic to this population. The present study utilized ensemble and classification and regression tree analysis to identify potential family environment risk factors among youth (i.e., children and adolescents) at different levels of school absenteeism severity (i.e., 1 + %, 3 + %, 5 + %, 10 + %). Higher levels of absenteeism were also examined on an exploratory basis. Participants included 341 youth aged 5-17 years (M = 12.2; SD = 3.3) and their families from an outpatient therapy clinic (68.3%) and community (31.7%) setting, the latter from a family court and truancy diversion program cohort. Family environment risk factors tended to be more circumscribed and informative at higher levels of absenteeism, with greater diversity at lower levels. Higher levels of absenteeism appear more closely related to lower achievement orientation, active-recreational orientation, cohesion, and expressiveness, though several nuanced results were found as well. Absenteeism severity levels of 10-15% may be associated more with qualitative changes in family functioning. These data may support a Tier 2-Tier 3 distinction in this regard and may indicate the need for specific family-based intervention goals at higher levels of absenteeism severity.
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Kearney CA, Gonzálvez C, Graczyk PA, Fornander MJ. Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1). Front Psychol 2019; 10:2222. [PMID: 31681069 PMCID: PMC6805702 DOI: 10.3389/fpsyg.2019.02222] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Accepted: 09/17/2019] [Indexed: 12/22/2022] Open
Abstract
School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.
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Affiliation(s)
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain
| | - Patricia A. Graczyk
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, United States
| | - Mirae J. Fornander
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
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Demaray MK. The Future of the Journal of School Psychology. J Sch Psychol 2019; 72:A1-A2. [DOI: 10.1016/j.jsp.2019.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Demaray MK. The Journal of School Psychology: Promoting science at JSP: Focus on special content and current status of the journal. J Sch Psychol 2018; 66:1-3. [PMID: 29429491 DOI: 10.1016/j.jsp.2018.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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