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Community participation in the treatment development process using community development teams.
Steven W Evans1, Amy L Green, Zewelanji N Serpell
1Alvin V. Baird Attention and Learning Disabilities Center, James Madison University, Harrisonburg, VA 22807, USA. evanssw@jmu.edu
Summary
Adapting ADHD treatments for schools involves a two-step process. A feasibility study identified obstacles, followed by a Community Development Team approach, proving effective for real-world implementation.
Area of Science:
- Clinical Psychology
- Child Psychiatry
- Educational Psychology
Background:
- Limited research exists on adapting evidence-based treatments for real-world settings.
- School-based interventions for youth with Attention Deficit Hyperactivity Disorder (ADHD) often require adaptation for typical practice.
Purpose of the Study:
- To describe a two-step method for adapting a controlled, school-based ADHD treatment for typical practice settings.
- To evaluate the feasibility and effectiveness of the adaptation process.
Main Methods:
- A two-step adaptation process was employed: 1) a feasibility study to identify implementation barriers, and 2) a Community Development Team (CDT) process.
- Data were collected on the CDT process to assess its strengths and limitations.
Main Results:
- The feasibility study provided crucial insights into potential obstacles for implementing the adapted treatment.
- The CDT process demonstrated strengths that outweighed its limitations, facilitating the adaptation.
Conclusions:
- The described two-step method, incorporating feasibility studies and CDT, is effective for adapting research-based treatments for typical practice.
- Collaborative procedures are essential for developing and evaluating evidence-based treatments in real-world settings.