|New Developments in Dissemination, Application, and Measurement of Contemporary Behavior Therapies
|Sunday, May 25, 2014
|10:00 AM–11:50 AM
|W179a (McCormick Place Convention Center)
|Area: CBM; Domain: Applied Research
|Chair: Christopher Briggs (Western Michigan University )
|Discussant: Thomas J. Waltz (Eastern Michigan University)
Clinical behavior analysis involves the application of strategies derived from behavioral concepts and principles to traditional (outpatient) psychotherapy settings and populations. Like many of the different domains of behavior analysis, clinical behavior analysis strives to efficiently disseminate effective treatments, understand the process and effectiveness of treatments, and accurately measure behaviors of interest. This symposium takes a broad look at issues that impact the science of clinical behavior analysis in the aforementioned domains. In the first study the authors investigate the efficacy of dissemination of behavioral activation via a one day training. The second study investigates the dissemination of motivational interviewing techniques through a single day training. The third study is designed to evaluate the efficacy of Acceptance and Commitment Therapy in a depressed high school student population. The fourth study is designed to evaluate the predictive validity of a measure of classes of behavior that can function as target behaviors.
|Keyword(s): ACT/FAP/BA/MI, Clinical Application, Dissemination
|Evaluating a Therapist Training on Values-Based Behavioral Activation for Adolescent Depression
|JULISSA DUENAS (Western Michigan University), Scott T. Gaynor (Western Michigan University)
|Abstract: Depression is a significant problem among all age groups, but adolescents are at greater risk of long-term effects such as recurrence in adulthood; therefore, it is important to treat depression as early as possible. Behavioral Activation (BA), an evidence-based treatment based on the behavior analytic theory of depression, has been described as a more parsimonious and more easily implemented treatment than Cognitive Behavioral Therapy. However, research in the area of BA dissemination is limited. The purpose of this study was to develop and evaluate a one-day workshop for clinicians on Values-Based Behavioral Activation (VBBA) as a treatment for adolescent depression. The training used the Behavioral Skills Training method (BST; Miltenberger, 2008), which incorporates instruction, modeling, rehearsal, and feedback, and was evaluated using Decker, Jameson, and Naugle’s (2010) Therapist Training Evaluation of Outcomes Framework. Fourteen clinicians and clinicians in-training attended one of three workshops held and completed pre- and post-workshop questionnaires. Results from the main outcome measure showed that VBBA knowledge significantly increased from pre- to post-workshop and that knowledge was maintained through the one-month follow-up. These results provide support for the BST method used in the study and extend the limited research area examining BA dissemination.
Motivational Interviewing: A One Day Workshop Training Study
|JUSTIN A. MOORE (Western Michigan University), Scott T. Gaynor (Western Michigan University)
Motivational Interviewing (MI) is a brief, evidence-based psychosocial intervention for increasing behavior change tendencies. The approach in MI is consistent with behavior analysis (Christopher& Dougher, 2009). Dissemination of MI to practitioners requires evaluation of training procedures. In the present study novice therapists received training in MI during an 8 hour workshop following the Behavior Skills Training model (Miltenberger, 2008). The efficacy of the workshop was evaluated at the lower levels of Kirkpatricks model for training evaluation: satisfaction and acquisition of knowledge, reasoning that evaluation at higher levels would not be warranted if the training failed at lower levels. Across 2 trainings, 35 participants received training for which they reported high satisfaction (M = 4.11 [.63] on 1-5 Likert scale), which was significantly higher than a neutral score of 3, t(34) = 10.45, p = .000. In addition, participants knowledge from pre-workshop scores (M = 9.14, SD = 6.55) was significantly different from post-workshop (M = 23.28, SD = 5.114), t(35) = 17.42, p < .001, and 1-month follow-up, t(14) = 5.57, p < .001. The workshop, based on the BST model, appeared to be appreciated by participants and resulted in a significant increase in knowledge of targeted MI principles.
|Motivational Interviewing and Acceptance and Commitment Therapy: A Stepped-Care Approach to the Treatment of Adolescent Depression
|RACHEL PETTS (Western Michigan University), Julissa Duenas (Western Michigan University), Scott T. Gaynor (Western Michigan University)
|Abstract: Adolescent depression is a significant medical and mental health concern; thus, research on treatment outcome and potential mediators of outcome is indicated in this population. The purpose of the current study was to determine the effectiveness of using a stepped-care approach to treat adolescent depression in a school setting. Depressed adolescents, aged 14-20, were invited to begin participation in a minimal intervention phase (i.e., three weeks of Motivational Interviewing Assessment (MIA)), and then entered a more involved intervention phase (i.e., ten weeks of Acceptance and Commitment Therapy (ACT)), if they did not respond to MIA. The current study also sought to assess potential mediators of ACT, including activation and defusion. Data collection is currently underway using a single subject design. Six adolescents have entered the study and two have completed the protocol. Participant 1 demonstrated a clinically significant response after 7 weeks of ACT, which was maintained at one-month follow-up. There was a reliable change in activation during MIA and during the ACT phase; however, temporal precedence was not established. Post-ACT data for participant 2 has not been collected yet. However, a reliable change in activation was demonstrated during the ACT phase. Results thus far suggest that ACT may be an effective treatment for adolescent depression.
The Predictive Validity of the FIAT-Q
|Daniel W. Maitland (Western Michigan University), Rebecca Rausch (Western Michigan University), KELLIE REYNOLDS (Western Michigan University), Scott T. Gaynor (Western Michigan University)
The Functional Idiographic Assessment Template Questionnaire (FIAT-Q) is a questionnaire that allows a clinician to assess the interpersonal strengths and weaknesses of a client. The scale was designed in such a way to assess the extent of client problem behaviors and suggest improvement response classes that may be a focus of treatment (Callaghan, 2006). To date, there has been no research published on how scores in the FIAT-Q relate to behaviors in day to day life. In the current study, students from a large Midwestern university were given an online version of the FIAT-Q. After completing the online questionnaire, participants were invited to participate in a second phase. The second phase of the study consisted of participants filling out a brief demographics questionnaire, a questionnaire assessing psychological characteristics (the Outcome Questionnaire-45) and complete 13 brief role plays derived from the Simulated Social Interactions Test. The relationship between participants scores on the FIAT-Q and the Simulated Social Interactions Task will be reviewed during the course of the study. Currently 93 participants have completed phase one of the study, and 12 have completed phase two. It is expected to have 300 in the first phase and 50 in the second by presentation.