Table 2 Measures by variable/construct, measure characteristics, timepoint, method and informant
Variable/construct | Measure | Measure characteristics | Timepoint | Method | Informant |
|---|---|---|---|---|---|
Pre-trial activities | |||||
Fidelity to TIPS | Modified Team Initiated Problem Solving Checklist (mTIPS) [54] | The mTIPS has 9 meeting foundation items, and 6 problem solving items, scored on a three-point scale (e.g., 0 = No problem is defined; 1 = At least one problem is defined but lacks one or more precision elements; 2 = At least one problem is defined with all precision elements) | Variable | Coding | Research staff |
Tier 2 screening | Strengths and Difficulties Questionnaire (SDQ) [31] with Impact Supplement [55] | The SDQ is a 25-item, 3-point scale (0 = not true; 2 = certainly true) questionnaire used to assess the psychological adjustment of children and youth, ages 4–17 | Pre-treatment | Rating scale | Parents/teachers |
Adherence to training strategies | |||||
Consultation adherence | Internal Consultation Adherence Measure (ICAM) | The ICAM is an 8-item rating scale measuring adherence to Coaching (e.g., The Internal Trainer encouraged the counselor to deliver content using active learning strategies such as role play) and Didactics (e.g., The internal Trainer reviewed the specifics of the activities of the upcoming session and helped counselor prepare) rated on a 4-point scale (1 = minimal, 2 = some, 3 = substantial, 4 = N/A | Ongoing | Quan | Research staff |
Tier 2 Team coaching fidelity | Tier 2 Coaching Fidelity Checklist (Tier 2 CFC) | The Tier 2 CFC is a 7-item checklist assessing coaching fidelity (e.g., Coach attends meeting on time and observes entire Tier 2 team meeting) rated on a yes/no scale | Ongoing | Quan | Research staff |
Aim 1: Compare sustainment conditions Implementation measures | |||||
Content fidelity of group CBT | Coping Power and CATS Content Fidelity Checklist (CFC) [7] | The CFC reflects each activity component of the session agenda of the treatment protocols. Raters use a yes/no response scale to indicate whether or not the implementer covered a particular component | Ongoing | Coding | Research staff |
Content fidelity of CI/CO | Check-In/Check-Out Fidelity Checklist [56] | The Check-In/Check-Out Fidelity Checklist is a 9–10-item checklist used to observe the Tier 2 implementer during morning check-in and afternoon check-out rated as either occurring or not occurring | Weekly | Coding | Research staff |
Process fidelity of Tier 2 | Process Fidelity Checklist (PFC) [7] | The PFC is a 10-item checklist rated on a scale of 1 to 5, with 1 being Not at all and 5 being Very Often. Ratings are given on the extent to which school staff members delivered the intervention in an orderly fashion, using active learning strategies and examples that are relevant to the students | Weekly | Coding | Research staff |
Fidelity to Tier 2 structures and processes | Tiered Fidelity Inventory (TFI) for Tier 2 [57] | The Tier 2 section of the TFI has 13 items organized into three subscales: (a) teams, (b) interventions, and (c) evaluation. School teams use a 3-point scale with supporting data sources and a detailed rubric to determine whether the core feature addressed in each item is not implemented, partially implemented, or fully implemented | Monthly | Coding | Tier 2 team |
Penetration | Penetration Questionnaire (PQ) | The PQ is a 2-item questionnaire assessing EBP penetration at the school provider level (behavioral health staff involved in the implementation of EBPs at Tier 2 of PBIS), and EBP penetration at the student service level (students receiving EBPs at Tier 2) | Monthly | Quan | Tier 2 coaches |
Student outcome measures | |||||
Mental health symptoms | Behavior Assessment System for Children- 3rd Edition (BASC-3) [46] | The BASC-3 is a 138-item, 4-point, Likert-type rating scale for assessing parental report of child mental health functioning, standardized for ages 2.5 to 18Â years | Pre/Post-treatment | Rating scale | Parent |
|  | The Behavior and Feeling Survey-Youth Report (BFS-YR) [58] | The YFS-SR is a 10-item measure of internalizing and externalizing problems rated on a 5-point scale (0 = not a problem; 4 = a very big problem) | Pre/Post-treatment | Rating scale | Child |
Student academic engagement | Engagement versus Disaffection with Learning- Child Report (EvsD-Teacher) [59, 60] | The EvsD Child is a 20-item, four-point (1 = not at all true; 4 = very true) instrument with four sub-scales: Behavioral Engagement, Emotional Engagement, Behavioral Disaffection and Emotional Disaffection | Pre/Post-treatment | Rating scale | Child |
|  | Engagement versus Disaffection with Learning- Teacher Report (EvsD-Child) [59, 60] | The EvsD Teacher is a 20-item, four-point (1 = not at all true; 4 = very true) instrument with four sub-scales: Behavioral Engagement, Emotional Engagement, Behavioral Disaffection and Emotional Disaffection | Pre/Post-treatment | Rating scale | Teacher |
Cost | |||||
Implementation cost | REDCap time tracking | The time tracking tool captures training time for school personnel and school district coaches, as well as for those providing external support (external consultants); time subsequently spent in consultation by school district coaches; time spent by outside external consultants consulting with school district coaches; and time implementing Tier 2 interventions; as well as assessment and documentation time | Ongoing | Survey | School staff |
| Â | DATCAP interview [61] | School staff are interviewed to capture other program costs | Post | Interview | School staff |
Aim 2: Mediators and Moderators | |||||
Mediation | Acceptability of Intervention Measure [AIM] [62] | The AIM is a 4-item instrument rated on a 5-point Likert type scale (1 = completely disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = completely agree) | 3 times per year | Rating scale | School staff |
|  | Intervention Appropriateness Measure [IAM] [62] | The IAM is a 4-item instrument rated on a 5-point Likert type scale (1 = completely disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = completely agree) | 3 times per year | Rating scale | School staff |
|  | Feasibility of Intervention Measure [FIM) [62] | The FIM is a 4-item instrument rated on a 5-point Likert type scale (1 = completely disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = completely agree) | 3 times per year | Rating scale | School staff |
Moderation | Maslach Burnout Inventory Education Survey (MBI-ES)Â [63] | The MBI-ES is comprised of 22 items organized in three scales: Emotional Exhaustion (EE), Depersonalization in the Workplace (DW), and Personal Accomplishment (PA) | 3 times per year | Rating scale | School staff |
|  | Teacher Stress Scale (TSS) [64] | Role conflict and role overload will be measured using subscales of the TSS. The subscales are comprised of 5 items each rated on a 6-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = not sure, 3 = agree, and 4 = strongly agree) | 3 times per year | Rating scale | School staff |
Aim 3: Perceptions of Training Support | |||||
Perceptions of training support | Qualitative Interview Guides | Semi-structured qualitative interviews are conducted with Tier 2 implementers, school district coaches, and school and Tier 2 team leaders to elicit views and perspectives about the feasibility and acceptability of the sustainment strategies | Yearly | Interview | School staff |