Melissa E. DeRosier - US grants

Children who experience rejection by their peer group exhibit concurrent behavioral, psychological, and academic problems and are at heightened risk for a variety of later negative outcomes. However, the same level and pattern of negative outcomes are not equally likely for all rejected children and little is known about which children will develop which specific problem(s) in response to peer rejection. In other words, rejection has ben established as a powerful general predictor of psychopathology, but out ability to predict the development of specific forms of maladjustment associated with rejection is limited. Clarifying the processes or mechanisms underlying the link between rejection and the development of psychopathology is a key to the establishment of greater predictive specificity which, in turn, would increase our ability to accurately identify children in need of intervention services. Information concerning underlying processes is also an integral part of theory building and would foster the development of more effective prevention and intervention efforts. A potentially rich source of understanding how peer rejection and outcome are linked lies in the area of social cognition (i.e., perceptions of self in relation to others, interpretations of the social behavior of self and peers, and importance of peer relations to self). The proposed study will follow approximately 1200 third grade children for three years. The sample is expected to be evenly distributed across gender and ethnically diverse and to include a wide range of socioeconomic status. Administration of questionnaires by classroom will be used to assess peer-report to peer relations and behavior and self-report of social cognitive processing and internalizing problems. Teachers will be individually interviewed concerning the academic, social, and behavioral functioning of each child in their class. Parents will complete mailed questionnaires concerning their child's behavioral functioning and the quality and type of neighborhood friendships. School records will provide data on absenteeism, academic achievement, and use of special education services. Parallel data will be collected every 6 months for 3 years. Structural equation modeling and growth curve analysis will be the primary statistical methods used for analyzing the longitudinal data. This research design will permit examination of how patterns of change in peer relations and social cognition are related to patterns of change in symptomatology (e.g., escalating social withdrawal or aggression) over the three years as well as testing of the mediational role of social cognition. The primary aim of the proposed research is to investigate how social cognition and peer rejection function together in the development of specific externalizing, internalizing, and academic problems.

DESCRIPTION (provided by investigators): In the study of children's peer relationships, decades of research have supported sociometric peer nomination methods as a reliable and accurate means of identifying peer problems. Problematic relationships with peers, particularly when chronic, can have a tremendous impact on children's functioning and mental health. More accurate identification of peer problems will enable schools to take proactive steps to intervene before problems become chronic and intractable. Unfortunately, peer nomination methods for data collection and data entry have traditionally been cumbersome and labor and time intensive. Sociometric analyses have been accomplished through highly complicated statistical programs. These requirements create such barriers that only trained peer relationship researchers have been able to utilize peer sociometric methodology. The goal of this research is to create a product, SCAN, (training, software, and manuals) that encompasses all the steps needed to complete a sociometric peer nomination assessment through a simple, time-saving process. The use of this product will be tested to examine its feasibility and utility as well as the technological aspects of the software. Improvements to the product can then be made prior to broad-scale marketing and distribution. This project will enable professionals working with children around the country to access this valuable assessment tool. PROPOSED COMMERCIAL APPLICATION: NOT AVAILABLE

[unreadable] DESCRIPTION (provided by applicant): Problematic peer relations, particularly when chronic, can have a tremendous impact on children's functioning and mental health. Decades of research indicate that peer rejection and victimization negatively effect adjustment and place children at increased risk for a myriad of negative outcomes later on. Conversely, positive social relationships can serve as a protective factor promoting positive adjustment. Prevention and treatment research supports the use of social skills group therapy for improving children's peer relations, social behavior, and emotional adjustment. However, focusing exclusively on the child is not as effective as multi-component intervention efforts which target both the child and the home environment. The goal of this Phase II project is to continue the research and development (R&D) of a parent-based intervention product, entitled the Parent Guide to S.S.GRIN which was begun during Phase I. The Parent Guide parallels an established child-focused intervention product, i.e., Social Skills GRoup INtervention (S.S.GRIN) in order to teach and reinforce the same social skills and concepts within the home environment. During Phase I, the initial versions of each component of the Parent Guide product (i.e., Professional Manuals, session scripts, parent handouts, overview video, and audiotapes) were created and tested. Feasibility of the product was successfully established both within a targeted market (school counselors) and with end users (parents). The proposed Phase II project will utilize the Phase I findings to update, modify, and extend the Parent Guide components, including young and older child developmental versions. Once revised, the efficacy of the Parent Guide will be tested both alone and in combination with S.S.GRIN with a sample of 54 parents. Once finalized, Spanish translations will be created. The final aim of Phase II will be to develop a Web-based distribution center within the company website to provide downloadable versions of the Parent Guide materials and on-line purchasing as well as capability for participation in training of professionals via an interactive online conferencing format. [unreadable] [unreadable]

DESCRIPTION (provided by applicant): Problematic peer relations, particularly when chronic, can have a tremendous impact on children's functioning and mental health. Interpersonal aggression is a substantial peer problem among our youth. A history of aggressive behavior with peers is associated with a myriad of later negative outcomes, including delinquency and criminality. Intervention research supports the use of social skills training for decreasing aggression and antisocial behavior problems in aggressive youth as well as for improving their peer relations and social behavior. The goal of this Phase II project is to continue the research and development (R&D) of a group social skills intervention for aggressive adolescents entitled Project Forward (PF). PF builds on an established social skills intervention [Social Skills Group Intervention (S.S.GRIN)] for younger ages (5-12 year-olds) that has shown particular benefits for aggressive children. PF not only extends S.S.GRIN to older children, but also incorporates innovative treatment strategies (video, web based materials) so that PF offers professionals a significant advancement over what is currently available for use with aggressive adolescents. During Phase I, the prototype of the Project Forward product was developed. Two developmental versions of PF were created, i.e., Middle and High school. Each version includes a Facilitator's Manual, 12 session scripts, and accompanying youth and parent handouts. Unique treatment strategies of reality-based video segments for in-group demonstration and web-based homework completion were also integrated into the curriculum. These initial versions were tested for feasibility with community agency professionals (n=14) and school counselors (n=30). Feasibility of the product was successfully established. The Phase I results provide ample support for continued development as well as essential constructive feedback to inform the direction of that development. The proposed Phase II project will utilize the Phase I findings to revise, modify, and extend the PF components in order to maximize quality. Spanish translations of the final versions will be created. A Phase II scientific evaluation of the efficacy of the intervention will be conducted, assessing impact on (1) mastery of social skills and social concepts and (2) changes in social and behavioral functioning. In an experimental design, 36 adolescents in middle school (ages 13 to 15) and 36 adolescents in high school (ages 16 to 18) will be randomly assigned to either a treatment or wait-list control condition (n=18 for each condition for each age group). Professionals will lead the group intervention within a community setting. Outcome data will be collected from parents, teachers, group leaders, as well as the adolescent participants. Parent and adolescent evaluations of the PF product will also be gathered. This research will be instrumental in establishing the PF product as an efficacious competitor in the intervention marketplace.

DESCRIPTION (provided by applicant): School districts across the country are actively seeking programs to improve the social climate of schools and the social relations among students. Interventions that directly address emotional intelligence (El) competencies have been found to enhance children's social skills and emotional adjustment. Further, research shows that multi-component interventions that target both the school and home environments are more effective than focusing exclusively on either domain. The goal of this project is to develop and test a research-based emotional intelligence program, entitled "Emotionally Literate Kids" (ELK), for K through 2nd grade students. ELK will offer multi-media resources, both in the classroom and through Saturday morning television specials, interactive web resources, and a skill-based curriculum specifically aimed at enhancing El competencies. ELK will not only offer schools a significant advancement over what is currently available for use with early elementary students, but it will also provide communities with a unique means of bridging school and home efforts to promote the emotional and social development of children. During Phase I, the first unit, 'Self-Awareness', will be developed for the prototype. The unit will include three core parts: (1) a universal classroom curriculum, (2) a 30-minute television special, and (3) a webbased resource center for parents, teachers, and students. The classroom curriculum will include a Facilitator's Guide with implementation instructions for three lessons per unit with five different types of activities (i.e., video based, drama, art, music, experiential). An El resource center will be developed on the company website to provide supplemental resources for parents and teachers and supplemental activities for children. The second task for Phase I will be to conduct an initial test of feasibility within a targeted market (i.e., teachers and school counselors; n=60) and with end users (i.e., parents and children; n=42). Phase I findings will provide the foundation for the complete ELK intervention to be developed during Phase II, including the four additional units and Spanish translations. Once finalized, a scientific evaluation of the efficacy of ELK will be conducted through an experimental design examining changes in student behavior and school climate. This research will be instrumental in establishing ELK as an efficacious competitor in the primary prevention marketplace. There is high demand for research-based social-emotional learning programs. The estimated market size exceeds $360 million in potential sales to school systems alone.

DESCRIPTION (provided by investigator): Prevention and treatment research supports the use of social skills training for improving children's peer relations, social behavior, and emotional adjustment. Research shows that multi-component intervention efforts which target both the school and home environments are more effective than focusing exclusively on either domain. The goal of this project is to develop and test a research-based universal social skills program, entitled "Interacting With Kids" (Interact!), for 3rd through 5th grade elementary school students. Interact! will offer multi-media resources, both in the classroom and through prime-time television specials, interactive web resources, and a skill-based curriculum specifically aimed at enhancing social skills. Interact! will not only offer schools a significant advancement over what is currently available for use with elementary students, but it will also provide communities with a unique means of bridging school and home efforts to promote the social development of children. During Phase I, the first two units (impulse control & Self-awareness) will be developed for the prototype. Interact! will include three core parts: (1) a universal classroom curriculum, (2) 30-minute television specials, and (3) a web-based resource center for parents, teachers, and students. The classroom curriculum will include a Facilitator's Guide with implementation instructions for three lessons per unit with five different types of activities (i.e., video based, drama, art, writing, experiential). An Interact! resource center will be developed on the company website to provide supplemental resources for parents and teachers and supplemental activities for children. The second task for Phase I will be to conduct an initial test of feasibility within a targeted market (i.e., teachers and school counselors; n=60) and with end users (i.e., parents and children; n=42). Phase I findings will provide the foundation for the complete Interact! intervention to be developed during Phase II, including eight additional units and Spanish translations. Once finalized, a scientific evaluation of the efficacy of Interact! will be conducted through an experimental design examining changes in social behavior and relations. This research will be instrumental in establishing Interact! as an efficacious competitor in the intervention marketplace. There is high demand for research-based social skills programs. The estimated market size exceeds $360 million in potential sales to school systems alone.

DESCRIPTION (provided by applicant): Decades of research in developmental psychopathology support the significant and unique contribution of social problems in the emergence of a myriad of later negative outcomes, including heightened risk for psychiatric disorders and use of mental health services. This Phase II project continues the research and development (R&D) of an innovative social and behavioral intervention program, "Interact!" for children ages 8-12. Interact! Offers multimedia resources, interactive web resources, and a structured skill-based curriculum. "Interact" also provides a unique means of bridging the intervention setting with home efforts through the power of TV to enhance treatment effects. During Phase I, the prototype was developed and tested for feasibility with community- and school-based mental health professionals and elementary school teachers. Skill acquisition and product feasibility were tested with parents and children. Feasibility of the product was successfully established as well as substantial support for continued development. The Phase II project utilizes Phase I findings to revise, modify, and extend intervention components to maximize quality and effectiveness. Once finalized, a scientific evaluation of the efficacy of the intervention for mastery of social skill concepts and positive change in social and behavioral functioning will be conducted. Given that Interact! Is applicable within both community and school settings, 2 efficacy trials will be conducted. For the clinic-based trial, 100 children ages 8-12 will be randomly assigned to treatment or waitlist control conditions. For the school-based trial, all 3rd-5th grade classrooms in the participating school will be randomly assigned to treatment or wait-list control conditions (6 classes per condition). For both trials, outcome data will be collected regarding skill acquisition and social and behavioral functioning. Spanish translations of final versions will be created and a web-based distribution center will be developed.

[unreadable] DESCRIPTION (provided by applicant): National survey data suggest prevalence of problem behaviors in young children is between 10-25%. As children enter preschool and begin to navigate social situations outside the home, problem behaviors interfere with social development placing children at risk for problematic peer relations and delayed social skills. Without intervention, social and behavioral problems tend to persist and even escalate over time and, in turn, have a tremendous impact on the development of child psychopathology. The goal of this SBIR project is to create and test a preschool version of an existing evidence-based small group social skills training program (SSGRIN; Social Skills Group Intervention) in order to make it applicable for younger children. The complete SSGRIN-P intervention program will consist of 10 sessions addressing specific social skill sets (i.e., Getting Acquainted, Consequences, Feelings, Communication, Empathy, Friendship, Cooperation, Problem Solving, Initiation, Review). For the Phase I prototype, the session scripts for the first five sessions will be developed, as well as the Professional Manual. All needed materials for Session 1-5 activities (e.g., puppets, music samples) will also be developed for the prototype. The multi-media components accompanying the first five sessions will be developed, including five in-session video segments and interactive web-based resources for children, parents, and professionals. The prototype interactive web-based resources will include four interactive games and activities for children to practice the skills taught in Sessions 2-5, as well as website links and resource lists of related books and other media for parents and professionals. Parent handouts will also be developed describing supplemental activities to implement at home to accompany each session. Once the prototype is complete, an initial test of feasibility will be conducted within two targeted market segments (school- and community-based child mental health professionals; n=30 each) and with targeted end users (preschoolers and parents; n=30 each). Phase I findings will provide the foundation for the development and testing of the complete SSGRIN-P intervention program during Phase II. Once SSGRIN-P is finalized, a scientific evaluation of the efficacy of this product will be conducted in Phase II through a randomized treatment-control experimental design examining changes in children's social relations, behavior, and social skill level. The long-term objective of this product is to decrease the development of psychiatric disorders due to socio- emotional deficits. Therefore, this project directly addresses the research interest of the Division of Pediatric Translational Research and Treatment Development to support programs of research and research training with the ultimate goal of preventing and curing childhood psychopathology. National survey data suggest the prevalence of problem behaviors in young children is between 10-25% (Webster- Stratton & Hammond, 1997). As children enter preschool and begin to navigate social situations outside the home, problem behaviors interfere with social development placing children at risk for problematic peer relations and delayed social skills. Without intervention, social and behavioral problems tend to persist and even escalate over time and, in turn, have a tremendous impact on the development of child psychopathology. Development of psychiatric disorders due to socio-emotional deficits is a public health concern with annual US economic, indirect cost of mental illnesses estimated at $79 billion. Development and implementation of efficacious interventions such as SSGRIN-P can reduce these costs. [unreadable] [unreadable] [unreadable]

[unreadable] DESCRIPTION (provided by applicant): Decades of research indicate social-behavioral deficits negatively affect adjustment and place children at increased risk for a myriad of later negative outcomes including depression, substance abuse, and delinquency. Without intervention, social-behavioral problems tend to persist and escalate over time which, in turn, has a tremendous impact on mental health. Social skills training (SST) is supported as an efficacious method for significantly improving children's peer relations, social behavior, and emotional adjustment and reducing risk of developmental psychopathology. Further, the efficacy of SST interventions is enhanced when training extends outside a treatment setting with practice opportunities. The goal of this one-year SBIR Phase I project is to extend an existing evidence-based small group SST program for children (SSGRIN; Social Skills Group Intervention) into the home environment through a computer-based interactive social training system (ISTS). The proposed ISTS will offer tailored interactive social problem-solving exercises that parallel SSGRIN's in-person intervention. A unique multi- disciplinary collaboration between computer science and psychology will guide development. For the Phase I prototype, the software user-interface, including graphic design, as well as modes of user interaction, story plot and sequence, and hierarchy of causal relations will be developed. Development will build on 3-C's existing work on pedagogical agents in social stories and animation for SST. Via the ISTS, children will actively solve plot-based social problems by interacting with pedagogical agents, purposefully using SSGRIN skills and concepts to navigate the story events. The interactivity of the proposed ISTS will be a significant technological advancement over current SST software enabling story events to be scaffolded based on child's actions and goals. In addition, the proposed ISTS will have a reporting feature built into the software to provide intervention providers with feedback regarding children's interactions with the ISTS to inform their in-person SST efforts. Once the software prototype is created, an initial test of feasibility will be conducted within two target market segments (school- and community-based child mental health professionals; n=30 each) and with targeted end users (children ages 8-12 years and parents; n=30 each) to determine the usability, feasibility, and value of the proposed product. Phase I findings will provide the foundation for the development and testing of the complete SSGRIN-ISTS product during Phase II. Once the ISTS is finalized, a scientific evaluation will be conducted in Phase II to examine whether inclusion of the ISTS results in enhanced treatment benefits for children's social skills, behavior, and mental health, greater generalization of skill acquisition, and higher engagement in treatment compared with SSGRIN alone. The long-term objective of this product is to decrease the development of psychiatric disorders due to socio-emotional deficits. This project addresses the President's New Freedom Commission on Mental Health (2003) calls for early treatment of children who experience mental health to offset potential co-occurring disorders, school failure, and other problems. Problematic peer relations, particularly when chronic, can have a tremendous impact on children's mental health as well as their academic, behavioral, and emotional functioning. Without intervention, social and behavioral problems tend to persist and escalate over time which, in turn, has a tremendous impact on the development of psychopathology. Development of psychiatric disorders due to socio-emotional deficits is a public health concern with annual US economic, indirect cost of mental illnesses estimated at $79 billion. Cost-effectiveness analyses of social skills training programs with even modest effect sizes estimated a monetary savings of more than $95,000 per participant and more than $8 return on every dollar invested. The President's New Freedom Commission on Mental Health (2003) specifically calls for the identification and early treatment of children who experience mental health needs in order to prevent the potential onset of co-occurring disorders and break a cycle that otherwise can lead to school failure and other problems. [unreadable] [unreadable] [unreadable]

[unreadable] DESCRIPTION (provided by applicant): Problematic peer relations, particularly when chronic, can have a tremendous impact on children's functioning and mental health. Decades of research indicate that peer rejection, isolation, and victimization negatively impact adjustment and place children at increased risk for a myriad of later negative outcomes. Prevention and treatment research supports the use of social skills group therapy for improving children's peer relations, social behavior, and emotional adjustment. However, focusing exclusively on the child is not as effective as multi-component intervention efforts that extend beyond the group setting. This Competing Renewal project will continue the research and development of a parent-focused intervention, Parent Guide to SSGRIN, which parallels an established child-focused intervention [Social Skills Group Intervention (S.S. GRIN); for children ages 5-12years], in order to teach and reinforce the same social skills and concepts within the home environment. Phase II objectives of creating the complete Parent Guide intervention product and conducting pilot efficacy research were successfully accomplished. However, the limited scope of the Phase II research project leaves critical questions unanswered regarding the treatment's effectiveness, particularly its relative impact above and beyond the SSGRIN intervention alone. As 3-C ISD has moved the Parent Guide product into Phase III commercialization, it has become increasingly evident that further R&D is critical to commercializing this product. Therefore, a primary goal of this Competing Renewal is to conduct a rigorous, large-scale, longitudinal research project that is adequately powered to address questions of relative impact, longer-term treatment benefits, and differential treatment effects across settings and populations. Another lesson learned during Phase II and subsequent commercialization efforts is that the Parent Guide's current design is impractical for the school setting. Though schools often struggle with how to increase parent involvement in school-based programs, school officials report that it is infeasible for them to conduct the full series of in-person parent training groups as the Parent Guide's current curriculum demands. As a result, the commercial potential for the product is greatly restricted. Therefore, a second goal of this Competing Renewal is to incorporate Phase II findings, commercialization feedback, and stakeholder input into the creation of a Home-study version of the Parent Guide, which would utilize 3-C's innovative web- and video- based technology to bridge training into the home environment. Once developed, the Home-study version of the Parent Guide will be included as a separate treatment condition within the effectiveness trial and will also be evaluated for feasibility specifically within the school setting. The proposed Competing Renewal project will support further product development so that the Parent Guide can be successfully extended into the school setting, a primary mental health service sector for children, and will also ensure extensive, large-scale testing of this product to address key research questions that are imperative for achieving both scientific and commercial goals. PUBLIC HEALTH RELEVANCE: Problematic peer relations, particularly when chronic, can have a tremendous impact on children's mental health as well as their behavioral and emotional functioning. Without intervention, social and behavioral problems tend to persist and escalate over time which, in turn, has a tremendous impact on the development of psychopathology. Ultimately, socio-emotional deficits and the consequent emergence of a myriad of negative outcomes, including heightened risk for psychiatric disorders and use of mental health services have a negative impact not only on the individual, but also on the family and society as a whole, and are considered a serious public health issue. Mental illnesses come with a devastatingly high financial cost. In the US, the annual economic, indirect cost of mental illnesses is estimated to be $79 billion. In 1997, the latest year comparable data are available, the US spent more than $1 trillion on health care, including almost $71 billion on treating mental illnesses. Given the costs associated with psychiatric disorders and use of mental health services, the development and testing of innovative and flexible interventions for children with applications to varied settings are especially important. At the first sign of difficulties, preventive interventions can be started to keep problems from escalating. Offering an effective, parallel parent-focused product as part of a comprehensive, multi-component intervention to enhance the social, emotional, and behavioral adjustment of children will provide a valuable resource for providers in school and community settings as well as parents seeking an evidence-based tool for working with their children. [unreadable] [unreadable] [unreadable]

DESCRIPTION (provided by applicant): The U.S. Census Bureau estimates the Latino population totals over 46 million people, with projections indicating Latino individuals will account for nearly 1 in 3 U.S. residents by the year 2050 (USCB, 2008). Currently, nearly 40 percent of the Latino population is under the age of 20 (Ramirez and de la Cruz, 2003). Concomitant with this population growth is a pressing need to address significant social-emotional, behavioral, and academic disparities between Latino children and non-Latino white children (Farkas, 2003; USDHHS, 2001; Wright and Troop, 2005). Perceptions of a closed school community have been found to create or exacerbate problems with academic performance, educational aspirations, and behavioral-emotional functioning for Latino youth (Romero and Roberts, 2003; Szalacha et al., 2003; Vega et al., 1995). Intervention and prevention research suggests social acceptance of Latino students and integration into the school community are key environmental factors that promote positive functioning (Ibaqez et al., 2004; Suarez-Orozco and Suarez-Orozco, 1995; Valencia, 2002). The goal of this Phase II SBIR project is to continue the research and development of a school-based cultural heritage curriculum for upper elementary school students, Cultural Heritage Stories for Kids: Latino Series (hereafter CHSK:LS), to create the full product, including a story library of traditional and acculturation stories from different Latino cultures (e.g., Mexican American, Puerto Rican, Cuban), presented by professional Latino storytellers in both English and Spanish. CHSK:LS will provide school professionals with an innovative effective universal classroom intervention specifically designed to celebrate Latino cultural heritage, promote understanding of cultural diversity in the classroom, and engender a more integrated, accepting classroom environment. During Phase I, the CHSK:LS prototype materials were evaluated very positively by school professionals as well as parents and children. However, specific suggestions for Phase II development were noted. The first aim of Phase II will be to revise and extend based on the feedback attained during Phase I, Phase II stakeholder input, and expert advice of Advisory Board members. Once the CHSK:LS product is completed, the second aim of Phase II will be to conduct a rigorous test of the product efficacy via a randomized treatment-control experimental design assessing change as a function of participation in CHSK-LS for two sets of outcomes: (a) individual student-level social, behavioral, emotional, and academic functioning at school and (b) overall classroom climate. The third aim will be to the finalize all product materials based on Phase II findings and evaluations from product testing, package all components for commercialization, and ready the product for broad-scale dissemination through our commercialization partner. The proposed Phase II SBIR project will result in a highly innovative intervention package with substantial competitive advantages, providing schools with a much needed evidence-based intervention package to promote multicultural awareness and integration, and address behavioral health disparities for Latino students.

[unreadable] DESCRIPTION (provided by applicant): Schools are the primary mental health (MH) service setting for youth. The effectiveness of school-based MH programs has been repeatedly demonstrated for a wide array of child behavioral and emotional disorders, including ADHD, suicidality, mood disorders, and conduct disorders. Unfortunately, however, the worlds of youth MH care and youth MH research show remarkably little overlap. Despite availability of empirically-based MH interventions for the school setting, as well as the recent accountability movement in education and federal financial incentives for use of programs supported by empirical evidence, empirically-based interventions (EBIs) are rarely used in everyday practice by schools. In addition, school-based interventions that have proven effective under strict research conditions often fail to achieve their intended outcomes when delivered in the "real world." A growing body of literature indicates the quality of implementation is directly related to the likelihood that an EBI will be adopted and sustained within the school setting as well as the strength of its treatment effects. The goal of the proposed SBIR project is to develop and test a web-based dissemination tool (WDT) that supports quality implementation of school-based EBIs for youth MH. The proposed web-based dissemination tool (WDT) will build on recommendations from the research literature to create a suite of tools and services that can be applied in support of disseminating school-based EBIs on a broad scale. Currently, no comparable product exists. The proposed WDT will leverage 3-C ISD's technological expertise and experience to create a flexible, scalable web tool that will decrease costs (time, financial, personnel) to both schools and intervention developers, enhance the integrity with which EBIs are implemented in the school setting, and increase dissemination of EBIs into "real world" everyday practice. Three specific aims will be accomplished through Phase I of this project: (1) the prototype of the web-based dissemination tool (WDT) will be created; (2) the prototype will be evaluated through stakeholder groups to test the feasibility, usability, and value of the proposed WDT; and (3) a full implementation plan for Phase II will be generated based on Phase I findings and recommendations. PUBLIC HEALTH RELEVANCE As the mental health research-practice gap has become increasingly evident, numerous federal reports have called for action to better connect research findings to clinical practice [e.g., The President's New Freedom Commission Report (2003); Reports of the Surgeon General on MentalHealth (U.S. Public Health Service, 1999), Youth Violence (USPHS, 2001a), and Culture, Race, and Ethnicity (USPHS, 2001b); and the National Children's Call to Action (USPHS, 2000)]. Building on the recommendations of clinical and research community members during the "Enhancing the Discipline of Clinical and Translational Sciences" meeting (May, 2005), the National Institutes of Health (NIH) identified research efforts to bridge science and practice as a primary objective of NIH's Roadmap. This research directly addresses NIH's Roadmap priorities as well as these federal calls for action. Each year, about 6% of America's children and adolescents receive some form of MH care, at an annual cost of more than $11 billion. And each year, NIMH and other foundations fund more than $300 million for youth MH research, much of it devoted to treatment studies. The findings from this research will advance our understanding of how to successfully integrate EBIs into everyday practice within the primary MH service setting for youth, i.e., schools. Increasing the likelihood that EBIs will be adopted, used as intended, and sustained in everyday practice in schools, in turn, increases the likelihood that youth will benefit from evidence-based practices. [unreadable] [unreadable] [unreadable] [unreadable] [unreadable]

[unreadable] DESCRIPTION (provided by applicant): Antisocial behavior and violence are a national crisis disproportionately affecting Black youth (Cicchetti & Lynch, 1993; Prothrow-Stith & Spivak,1992). A vast health disparity exists in which Black youth are significantly more likely to both be identified as exhibiting antisocial behavior and to be the victim of others' antisocial acts. For example, victimization rates for violent crimes are greater than 750% higher for Black adolescents compared to White adolescents (Centers for Disease Control, 2004; Rachuba, Stanton, & Howard, 1995). The lack of culturally sensitive, evidence-based interventions for Black youth exacerbates the problem and hinders access to mental health services among Blacks (Mandersheid & Sonnenschen, 1996). The goal of this Phase II project is to continue the research and development (R&D) of a child small group social-behavioral intervention curriculum, Celebrating the Strengths of Black Youth (CSBY), specifically designed to be culturally relevant and effective for Black youth. This Phase II project will build on Phase I findings to offer an innovative, much needed resource for preventing and decreasing existing behavioral health disparities in Black children (ages six to eight years old). CSBY will offer multi-media resources, including videos and interactive computer resources, and a skill-based curriculum specifically aimed at enhancing social and behavioral competencies. CSBY not only offers mental health (MH) professionals a significant advancement over what is currently available for use with Black youth, but it also provides a unique means of bridging intervention settings with home efforts to promote cross-environment generalization in social and behavioral functioning. During Phase II, the complete CSBY product will be developed, revised, and extended through a series of Alpha and Beta tests. During the course of product development, the 3-C development team will draw on the Advisory Council forthis project, as well as relevant3-C Scientific Advisory Board members to review product materials, provide feedback, and aid development through resources and contacts, as needed. The planned iterative development and feedback by diverse stakeholders will produce a product that will be widely applicable, usable, and acceptable, thereby increasing its commercial potential. Once completed, the CSBY Beta prototype will be scientifically evaluated. In addition to program engagement and product evaluation measures, the efficacy of CSBY for enhancing children's social and behavioral functioning will be empirically tested through randomized trials within both school- and community-based settings. It is expected that Black youth participating in CSBY will be more engaged in treatment and show greater improvement on social- behavioral indices compared to Black youth participating in an established generally-applicable social skills program (i.e., S.S.GRIN; DeRosier, 2006). PUBLIC HEALTH RELEVANCE: Antisocial behavior and violence among youth has become a national health crisis for which Black youth are disproportionately at risk (Cicchetti & Lynch, 1993; Prothrow-Stith & Spivak,1992). However, existing research on the effectiveness of specific strategies to reduce and prevent youth violence remains challenged by increasing diversity and the need to provide services that are both developmentally and culturally appropriate. The proposed product is consistent with what has been identified by several legislative mandates as necessary in addressing the challenges of providing health care to differing ethnicities and fostering the development of cultural competence in service providers. The proposed product is also consistent with priorities identified by NICHD to help reduce or eliminate health disparities among racial and ethnic minority populations (NICHD, 2000) as well as recommendations by the Surgeon General's Report on Mental Health (U.S. DHHS, 2001) for "tailoring services to meet the needs of all Americans, including racial and ethnic minorities". [unreadable] [unreadable] [unreadable] [unreadable]

DESCRIPTION (provided by applicant): There are 10 million Black children under the age of 18 in the United States. These children face serious academic and behavioral health disparities compared with their White counterparts (Breland-Noble, 2004;USDHHS, 2001). Culturally-relevant programs are needed to decrease behavioral health disparities among Black youth (Carter, 1996;Tillman &Shirley, 2002). Specifically, research suggests that acceptance of Black students and integration into the school community are key environmental factors that promote positive functioning across domains (e.g., Grieg 2003;Carter et al., 1997;Smith et al., 1999). Interventions that celebrate Black cultural heritage, promote acceptance of diversity, and educate students about similarities among cultures can effectively engender an integrated, accepting school environment, thereby fostering behavioral health benefits (Coard, Wallace, Stevenson, &Miller, 2004;Roscigno, 1998). The proposed innovative product, LifeStories for Kids: Black Cultural Heritage Series (LS-BCH), is a school- based curriculum for upper elementary children focusing on Black heritage and culture featuring professional Black storytellers. The complete story library will include both traditional (e.g., stories from the Underground Railroad) and experiential (e.g., acculturation) stories in order to increase self-esteem and school engagement among Black students, as well as promote an integrative, positive overall school climate. Phase I of this project will address two specific aims: (1) Development of a curriculum prototype i.e., Professional Manual (administrative guidelines, lesson scripts, activities), DVD featuring a Black professional storyteller, parent handouts, and web resources, and (2) Feasibility testing of the prototype product (i.e., detailed product evaluation by school professionals involved in curriculum adoption and focus groups with students in grades 3-5 and their parents). During Phase II, the prototype will be revised and expanded based on Phase I findings to include four additional Black storytellers and all accompanying lesson scripts and materials. A randomized treatment-control research study examining changes in children's academic, social-emotional, and behavioral functioning at school, as well as the overall school climate, will also be completed in Phase II. The efforts of the Phase I and Phase II projects will result in an evidence-based, universal, cultural heritage school-based curriculum for children in grades 3-5, LifeStories for Kids: Black Cultural Heritage Series (LS-BCH), which uses the engaging and powerful educational format of storytelling to share stories of Black cultural heritage that, along with accompanying lessons and materials, promote cultural acceptance and integration of Black students into the school community. PUBLIC HEALTH RELEVANCE: Data consistently point to an achievement gap between Blacks and Whites across the nation. Culturally- relevant curricula that speak to key environmental and social factors associated with acceptance and integration into the school community are needed in order to effectively address the disparities faced by Black youth. There is a pressing need for culturally-relevant programs that foster cultural acceptance and integration into the school community. LS-BCH addresses this need and is consistent with Healthy People 2010: Understanding and Improving Health, which emphasizes "a design, implementation, and evaluation process that accounts for special issues for select population groups (ethnic and racial)" (USDHHS, 2000). LS-BCH represents a culturally relevant product to address increasing demographic diversity and the need for culturally competent interventions to help eliminate ethnic and racial behavioral health disparities. The proposed research is also consistent with recommendations by the Surgeon General's Report on Mental Health (USDHHS, 2001). Specifically, the report recommends "tailoring services to meet the needs of all Americans,including racial and ethnic minorities". Universal programs (i.e., applied equally with all children in a school) are particularly needed because they can be applied to every classroom within schools and can affect change at both the individual and systems levels (more cost-effective to implement). Findings from this research will advance our understanding of how to successfully address the behavioral health disparities of Black youth through school-based curricula.

Background and Purpose: The purpose of this SBIR contract is to fully develop and test a sustainable, web-based networking tool that will facilitate collaborative relationships among DSIR (Division of Services and Interventions Research, NIMH http://www.nimh.nih.gov/dsir/index.cfm) supported research training, career development and education programs and permit the sharing of educational, operational, career development and research information in a safe interactive environment. The ability to share resources is of critical importance in areas of high public health need (e.g., suicide, geriatric mental health, child mental health) where opportunities to participate in highly specialized training programs or with a handful of highly accomplished senior researchers is limited. During Phase I the development of a prototype networking tool, content specification (including sample modules) an implementation plan appropriate for mental health interventions and services research training programs. It was specified that the prototype be based on and suitable for use by DSIR- supported programs, but be broad, generalizable, and flexible enough to assure marketability in other research training venues. DSIR's training and education programs provided an excellent opportunity to develop and test a model among programs that have diversity (e.g., systems, level of expertise, needs) yet are united by common goals. During Phase I a prototype web-site, a preliminary draft content/course material module and a delivery system plan. In addition, each contractor successfully conducted initial usability tests that demonstrated the functionality of their sites. Statement of Work: During Phase II, the emphasis will shift to: (1) fully developing all components and functionalities of the site;(2) populating the site with multi-media web-based courses, archives and training programs;(2) developing an evaluation plan and conducting a series of alpha tests to evaluate each approach/strategy;(3) developing an evaluation plan and conducting a series of beta tests of the actual implementation of the course(s) and training/mentoring activities under naturalistic conditions.

The primary goal of this contract is to develop and evaluate a suite of training tools and mentoring strategies to enhance the research and executive leadership capacity of mental health researchers who are women and/or persons of color, particularly in DSIR related fields. The need for and benefits of advanced training, networking, and mentorship opportunities for MH researchers of diversity are pronounced, particularly for retention at high-risk career transition points. This SBIR Phase II project will continue the research and development of a suite of training tools and website resources specifically designed to enhance the advanced research and executive leadership skills of MH researchers of diversity. No other such product exists. Based on Phase I recommendations and findings, both in-person and web-based resources to support training, mentoring, and networking will be included. The final set of tools and resources offered through this project will be based on extensive Phase II testing (both alpha and beta) in order to tailor them to most efficiently and effectively meet the training needs of MH researchers of diversity. The results from the Phase II research efforts, as well as other essential support activities during Phase II (e.g., feedback through presentations at conferences, real-world implementation experience, manuscript preparation), are essential for providing the foundation for a maximally useful, feasible, effective, and commercially viable suite of training tools for MH researchers of diversity.

DESCRIPTION (provided by applicant): This application addresses the research objectives of the Recovery Act Limited Competition: Small Business Catalyst Awards for Accelerating Innovative Research (R43). NCRR's Strategic Priorities emphasize the need to expand the development of technologies to build up research capacity for basic, clinical, and translational research so findings can be more quickly and effectively translated into clinical practice. This SBIR project will directly address these research priorities by developing and testing an innovative web-based technology, Research Implementation and Management System (RIMS), specifically designed to advance and support the research efforts of clinical, social, and behavioral (CSB) scientists. There is a critical need to develop well-tested, researcher-approved web-based tools that will support scientists across a broad range of fields. RIMS will offer an integrated suite of tools for the many tasks required to conduct research with human participants, including recruitment, screening and randomization, human participant protections, measure construction, data collection and tracking, and database management. Phase I of this project will accomplish three specific aims: (1) conduct stakeholder workgroups with CSB researchers (PIs, projects coordinators, and research assistants) to establish the features and functions to be included in RIMS;(2) create the RIMS prototype based on stakeholder recommendations and input from the Advisory Board members, and (3) field-test the prototype through a second set of researchers, gathering quantitative and qualitative data assessing the value, innovation, feasibility, usability, and quality of the proposed product. Using Phase I as a foundation, Phase II will involve full development and testing of RIMS. Phase II field testing will be conducted with research teams across a broad range of fields to ensure the effectiveness and broad applicability of the RIMS product. Our market analysis revealed no software or web-based product offering a comprehensive research support package specifically designed to meet the needs of CSB researchers. Our work with scientists over the years underscores the large unmet demand for these tools and services. RIMS will provide a unique, much needed resource within a large market where no comparable web-based product exists. PUBLIC HEALTH RELEVANCE: NIH's mission to improve health outcomes for all people emphasizes the need to accelerate and strengthen clinical and translational research. Technology can play a vital role in achieving this goal through web-based tools for researchers that allow them to conduct, disseminate, and translate their research more efficiently and with higher quality. Clinical, behavioral, and social researchers play a critical role in understanding and preventing public health problems, maintaining good health, and treating disease. The treatment and prevention of diabetes, obesity, and drug abuse, violence, and myriad other public health concerns depend on good research that is conducted cost-effectively and translated efficiently. The proposed Research Implementation Management System (RIMS) will offer a suite of on-line research tools to streamline the various activities needed to conduct clinical, social, and behavioral research with human participants, including recruitment, screening and randomization, human participant protections, measure construction, data collection, and database management. This product will be developed and tested in response to the needs of researchers to significantly advance their productivity, and the quality and efficiency of their studies. The underlying web-based technology infrastructure of RIMS will be broadly applicable, providing customizable tools that can be easily integrated into a research protocol. RIMS will bridge geographic barriers by giving researchers with fewer institutional supports for research equal access to affordable, flexible technology. In effect, this SBIR will be able to support clinical, social, and behavioral research across multiple NIH Institutes, with particular relevance for the National Institute for Mental Health (NIMH), National Institute on Drug Abuse (NIDA), National Institute on Aging (NIA), and the National Institute of Child Health and Human Development (NICHD). Bringing the RIMS product to market would broadly support NIH's mission to improve public health outcomes through strengthening capacity for clinical and translational science.

DESCRIPTION (provided by applicant): Schools are the primary setting within which children receive mental health (MH) services. The effectiveness of MH programs has been repeatedly demonstrated for a wide array of MH problems, including behavioral and emotional disorders, substance abuse, ADHD, and suicidality. However, despite their availability, as well as recent education and federal financial incentives for use of programs supported by empirical evidence, MH evidence-based interventions (EBIs) are rarely used in everyday practice by schools. Further, school MH EBIs that have proven effective under strict research conditions often fail to achieve their intended outcomes when delivered in the real world. A wealth of research indicates the quality of EBI implementation is directly related to 1) the likelihood the intervention will be integrated and sustained within the school setting and 2) the strength of its treatment effects. The goal of this Phase II SBIR is to continue the research and development of CenterVention, a web-based technology infrastructure designed to promote broad-scale quality implementation of school MH EBIs. CenterVention will provide cost-effective high quality training, on-going implementation assistance, intervention resources, and adherence monitoring to support EBI implementation and sustainability within schools. Phase I prototype development and feasibility testing with key stakeholders were successfully completed, providing substantial support for the CenterVention product as well as specific recommendations for Phase II development. The first aim of Phase II is to revise each CenterVention component to enhance its usability and value. Once the full technology infrastructure is complete, we will integrate a third, independent school MH EBI and examine the usability of this new CenterVention application with school MH providers, teachers, administrators, and intervention developers. The second aim of Phase II is to conduct a rigorous, longitudinal test of the CenterVention product comparing two randomized conditions: Implementation-As-Usual (IAU; i.e., traditional EBI implementation with no CenterVention support) and Enhanced Implementation (EI; i.e., CenterVention-supported implementation). Five implementation outcomes will be examined: (1) readiness for EBI implementation, (2) adherence to EBI protocol, (3) satisfaction with the EBI and its implementation support, (4) sustainability of the EBI over time, and (5) treatment benefits for students. The third aim of Phase II is to finalize all product components based on Phase II findings and evaluations and prepare CenterVention for Phase III commercialization. This SBIR project will yield a flexible, scalable technology infrastructure that can be applied to any school MH EBI to effectively decrease costs (time, financial, personnel) to both schools and intervention developers, enhance the integrity with which EBIs are implemented in the school setting, and increase dissemination of EBIs into real world everyday practice. The proposed WDT not only offers the potential for significant societal benefits, but also addresses a large, currently untapped market.

DESCRIPTION (provided by applicant): Although high school success and completion are among the most important determinants of future life outcomes, over half a million adolescents in the United States drop out of school each year. School dropout has negative individual (e.g., increased likelihood of risky behaviors and decreased annual earnings) and societal repercussions (e.g., greater dependency on social services). African American and Latino youth, particularly those represented in lower socioeconomic status (SES) groups, are more likely to drop out of school than their White and higher SES counterparts. Research suggests that youth at risk for dropping out of school may not understand the link between current school performance and future success and, as a result, do not place a high value on school achievement. The proposed SBIR project, See It, Be It, will develop and test an innovative intervention that aids youth in forming school-based possible selves (i.e., cognitive representations of an individual's aspirations and goals). See It, Be It offers interactive softwar through which students create personalized stories about their short and long-term goals and the strategies needed to meet these goals. By creating stories and visualizing their successful school-based possible selves, students will better understand the link between current school performance and future success, and their cognitions about educational utility will change. Phase I will accomplish three aims: (1) create the Phase I prototype including one storyline, sample technology components such as an Online Implementation Center (OIC), and accompanying implementation materials (i.e., manual for school professionals); (2) assess prototype feasibility with school professionals (n=30) and both feasibility and pre-post knowledge gained with youth at risk for dropping out of school (n=20); and (3) establish the Phase II development plan based on Phase I findings. Phase I research is expected to demonstrate strong support for the proposed product. With this foundation, Phase II full product development will include a randomized trial examining treatment effects for (1) students' classroom engagement, (2) academically focused cognitions, and (3) academic self-concept. Through Phase II testing, the proposed product is expected to effectively increase students' classroom engagement, academically-focused cognitions, and academic self-concept. This intervention product will yield a valuable and cost-effective resource for school professionals and at-risk youth thereby addressing large market demands, and has the potential to make a significant impact on the lives of youth at risk for school dropout and on society, in general. PUBLIC HEALTH RELEVANCE: In the United States alone, approximately 7,000 students drop out of school each day. School dropout poses serious individual and societal risks. Dropouts obtain lower skilled and lower paying jobs than high school graduates and are more likely to report drug use than those who complete high school. Additionally, school dropouts make up the majority of welfare recipients and prison inmates. The substantial risk associated with dropping out of school has led to a critical public health need that must be addressed through the development and dissemination of effective treatment programs. The President of the United States designated $900 million in FY 2011 to help low-performing high schools decrease their dropout rates, underscoring the critical need to address this public health crisis. To date, most dropout interventions have focused on high school students. Research suggests that school disengagement begins well before high school. Also, while many of these programs offer mentor support and tutoring, once the program ends, students often revert to their original and often negative beliefs about academic success and school utility. The proposed SBIR project will address the shortcomings of current dropout intervention programs by developing and testing a specialized computer- based intervention for at-risk middle school youth. One of the primary goals of the intervention is to influence the cognitions youth hold about the utility of school. The proposed product will also significantly increase at-risk students' classroom engagement and academic self-concept.

DESCRIPTION (provided by applicant): As emphasized by the NIH Roadmap and NCRR's Strategic Priorities, NIH's broad mission to improve health outcomes for all persons depends on the ability to train and retain future generations of clinical and translational researchers who can quickly and effectively translate research findings into clinical practice. However, the past two decades have witnessed a significant decline in the clinical scientist workforce, which threatens our nation's ability to leverage advances in basic biomedical and behavioral sciences into improvements in public health. The transition to independent scientist is a particularly high-risk period for attrition from the research career path. Early career researchers face a variety of challenges when beginning their career and many of the skills needed to successfully establish and maintain a research career are not well taught during formal training. The need for and value of training in career navigation skills, such as planning, negotiation, and management, has been increasingly recognized. However, current attempts to bridge this educational gap tend to be either generic, static written materials which are limited in their utility for a given researcher or in-person workshops that are available to only a limited number of select trainees. The primary goal of this SBIR project is to create an interactive software product that provides individualized training and practice in career navigation skills to clinical and translational scientists on a broad scale. Through this software, recent advances in intelligent tutoring systems will be integrated so that researchers can actively participate in specific career challenges (e.g., negotiating salary) within a private, computer-based environment. This Phase I application will accomplish four specific aims: (1) gather recommendations through literature searches and interviews with highly experienced scientists who are actively engaged in training researchers in order to identify specific challenges faced by early career clinical and translational researchers as they transition to independent scientist, specific skills associated with success in career planning, negotiation, and management, and current best practices in career development training; (2) create the software prototype based on these recommendations and best practices; (3) conduct stakeholder feasibility test with independent researchers and early career researchers; and (4) use feasibility data to generate the Phase II development plan with a complete list of training modules and challenge areas to be included in the full software product. Phase I research is expected to demonstrate strong support for the interactive software product across stakeholders and essential feedback to guide Phase II development and testing. PUBLIC HEALTH RELEVANCE: NIH's broad mission to improve health outcomes for all people emphasizes the need to accelerate and strengthen clinical and translational research. The significant decline in the clinical scientist workforce over the past two decades threatens our nation's ability to quickly and effectively translate advances in biomedical and behavioral sciences into public healthcare improvements. NIH's success depends upon the ability to train and retain future generations of clinical and translational researchers. In response, NCRR's Strategic Priorities stress the need for innovative methods to enhance the training, advancement, and retention of clinical and translational scientists. This SBIR project addresses this high priority through development and testing of an innovative interactive software product to provide individualized training and practice in key career navigation skills within a private, computer-based environment. If successful, the resulting tool could significantly impact public health by broadly disseminating vital training and practice opportunities to foster retention and career advancement of clinical and translational scientists.

As emphasized by the NIH Roadmap and NCATS's Strategic Priorities, NIH's broad mission to improve health outcomes for all persons depends on the ability to train and retain future generations of clinical scientists who can quickly and effectively translate research findings into clinical practice. However, the past two decades have witnessed a significant decline in the clinical scientist workforce, which threatens our nation's ability to leverage advances in basic biomedical and behavioral sciences into improvements in public health. The transition from postdoctoral student to independent researcher is a particularly high-risk period for attrition from the research career path. Early career researchers face a variety of challenges when beginning their career and many of the skills needed to successfully establish and maintain a research career are often not addressed during formal training experiences. The need for and value of building career navigation skills, such as planning, negotiation, and management, has been increasingly recognized. However, current attempts to fill this educational gap tend to be either generic, static written materials that are limited in their utility for a given researcher or in-person workshops that are available to only a limited number of select trainees. The primary goal of this SBIR Phase II project is to fully develop and pilot test a dynamic, interactive e-training software product (Strategy Shaper) that provides individualized training and practice in research career navigation skills. This Phase II proposal will expand on the promising feasibility test results of the Strategy Shaper prototype in Phase I. The proposed project will accomplish three specific aims: (1) fully develop Strategy Shaper software and responsive website with iterative usability testing with stakeholders; (2) conduct a 6-month pilot study of the product to assess its impact on researchers' career navigation skills, perceived confidence, research career motivation, and career activities; and (3) finalize Strategy Shaper for commercialization based on findings and evaluations from the pilot study. Phase II research is expected to demonstrate strong support for the promise of this interactive e-training software product for supporting the career development of clinical researchers.

DESCRIPTION (provided by applicant): Dropping out of school costs the nation up to $350 billion annually, in lost wages, unemployment, incarceration costs, welfare dependence, and health care costs. Moreover, poorer individual health and well-being result from dropping out. Despite recent reductions in the total number of dropouts, minority students remain twice as likely to drop out as White students. Because the transition to high school is a particularly risky time for dropout, interventions that focus on building academic success and resilience before high school are needed. Enhancing students' academic possible selves and increasing resilience strategies are established methods for promoting school success for minority students. The proposed Phase II SBIR project will finalize the development of See It, Be It, an online dropout prevention program for middle school students that uses narrative generation software to develop individualized stories of success. Building on tenets of Positive Youth Development, this program enhances identification with academic possible selves and teaches resilience strategies designed to promote school engagement and foster self-efficacy for minority youth. Strong support for the See It, Be It product was demonstrated in Phase I feasibility and usability testing with key stakeholders (teachers, administrators, parents, and middle schoolers). For Phase II we will accomplish the following three specific aims: 1) fully develop the See It, Be It product, including content for four topic modules (peer pressure, student-teacher relationships, positive self-image, and academic future orientation) and accompanying materials, including iterative testing with minority middle school students (n=30) to establish usability; 2) conduct two pilot tests of the full See It, Be It product, collecting daa from minority middle school students (n=180) and their teachers, as well as from minority middle school students and counselors involved in an after-school program (n=120) for students at risk for dropping out (Student U), to determine program impacts on student self-image, academic motivation, and school engagement; and 3) finalize the program for commercialization, conducting focus groups with participating students and parents (n=40) and teachers/counselors (n=9) to inform implementation guidelines and supplemental support tools needed for maximizing the effectiveness of the program. To our knowledge, no other dropout prevention program exists that focuses specifically on the challenges and strengths of minority students and promotes school success using innovative online technology. This Phase II project will be instrumental in establishing See It, Be It as a valuable resource for schools with the potential to reduce the likelihood of dropout for minority students as well as boosting their potential for future career success.

DESCRIPTION (provided by applicant): A central aspect of any research project is data collection, and within the clinical, behavioral, and social fields of study, data collection is traditionally carried out in-person, by telephone, or through the mail and often involves research participants completing one or more survey questionnaires via paper-and-pencil forms. Recent technology advances have yielded numerous online data collection systems (DCS) that are capable of automating the data collection process via web and mobile applications. As a result, online methods have become increasingly prevalent and evidence indicates online data collection offers significant advantages over traditional methods. Unfortunately, however, none of the current DCS offer developmentally appropriate tools specifically for collecting survey responses with children. Rather than apply the same online data collection formula for adults to children, the proposed child-centric DCS will be the first online DCS to provide a selection of developmentally appropriate game-like user interfaces (UI) with built in accessibility tools (e.g., text-to- speech questions and response choices with audio controls) to maximize both engagement and usability for children. Completion of this SBIR project will reinforce 3C's position as a leader in the provision of innovative technology products for researchers and place 3C at a marked competitive advantage. This Phase I project will accomplish three specific aims: 1) create prototypes for the website user interface (UI) for researchers to implement and monitor data collection with children and two game-like UIs for collecting survey data with children (ages 6-12), including built in accessibility tools; 2) conduct testing with children to assess engagement, usability, and feasibility; and 3) conduct testing with researchers to assess value, innovation, feasibility, usability, and quality. We expect this project to demonstrate strong support for the proposed child- centric DCS. Findings will be used to generate the Phase II full development plan, including all needed revisions and additions. This project will yield an affordable, easy-to-use product that can be broadly applied in the service of research. By facilitating the collection of high quality data in research with children, we hope the proposed product will support translation of research findings into clinical practice, so health outcomes fo children can be enhanced.

? DESCRIPTION (provided by applicant): The current prevalence of Autism Spectrum Disorder is 1 in 68 children, and 69% of these children do not have an intellectual disability (ASDwoID). Individuals with ASDwoID are at considerable risk for maladaptive adult outcomes (e.g., un- or underemployment), and executive functioning (EF) impairments significantly contribute to this risk. Unstuck and On Target (UOT) is the only empirically supported EF intervention specifically targeted to the needs of the ASDwoID population. It has improved both EF and social skills in children with ASDwoID in a randomized controlled trial. Despite its demonstrated success, there are significant geographical, scheduling, and financial barriers to parental adaptation of the UOT curriculum. Goal and Innovation: The goal of this project is to develop and test e-Unstuck, an e-learning intervention that (1) provides advanced training to parents of children with ASDwoID on how to implement the evidence-based UOT curriculum at home and (2) is built on 3C's proprietary, state-of-the-art, Dynamic e-Learning Platform, an established platform with high ratings of quality, value, usability, and feasibility from end users. e-Unstuck will make UOT more accessible to parents with geographical, scheduling, and/or financial constraints and will provide parents with key tools (e.g., video modeling, virtual simulations, personalized reports) to increase efficacious adoption of UOT principles, above and beyond those provided in the UOT manual. e-Unstuck will be the first dynamically adaptive, personalized, interactive software product specifically designed to deploy an evidence-based EF intervention to parents of children with ASDwoID. Specific Aims: We will accomplish five specific aims, two in Phase I, and three in Phase II: (1) develop a prototype of e- Unstuck, (2) conduct a feasibility test of e-Unstuck with parents of children with ASDwoID between the ages of 8-12, (3) fully develop the e-Unstuck software and conduct iterative usability testing with parents of children with ASDwoID, (4) conduct a pilot efficacy test in which 110 parents of children with ASDwoID are randomly assigned to the e-Unstuck intervention or to a control condition in which they receive in-person training on the UOT curriculum, and (5) prepare e-Unstuck for commercialization. Hypotheses: As a result of the pilot efficacy test, we hypothesize that (1) parents who interact with the e-Unstuck software will report greater knowledge and use of UOT principles, less parenting stress and greater parenting sense of competence, and improved child EF and social skills compared to control parents, (2) parents who spend more time engaged with the intervention will show greater improvements in outcome variables, and (3) parents who interact with the e-Unstuck software will find the software to be of high quality, value, usability, and feasibility. Commercialization Plan: e-Unstuck will be a unique commercial offering within a large underserved niche market. Revenue will be generated through direct sales to parents of children with ASDwoID and volume sales to organizations (e.g., schools, clinics, parent support agencies) who work with children with ASDwoID and their parents.

? DESCRIPTION (provided by applicant): Unlike most medical conditions, mental health disorders have no definitive diagnostic or screening tools (e.g., blood tests, x-rays) to verify thir presence or absence. In primary care settings, pediatricians and family medicine doctors often lack confidence in their ability to screen for significant mental health problems such as pediatric bipolar disorder, and refer out for most mental and behavioral health concerns. Unfortunately, many patients either do not follow through on referrals or do not receive appropriate referrals. As a result, both under-referrals and over-referrals are all too common in primary care settings. Over-referrals cause inefficiency while under-referrals result in prolonged patient suffering, burden on family members, and a huge cost to society. The Posterior Probability of Diagnosis (PPOD) Index has recently been proposed as a unique step towards solving these problems. The PPOD Index is a Bayesian method that quantifies the probability that a patient meets or exceeds a diagnostic threshold for a particular disorder. The method has two advantages over traditional screening approaches. First, the PPOD Index is based on a patient's individual pattern of symptoms rather than on traditional symptom counts. Second, the method quantifies the likelihood that a patient meets criteria for a particular diagnosis in probabilistic terms (0-100%). The goal of this SBIR project is to develop and test a Bayesian screening tool using PPOD Index software for tablets. In Phase I, we will focus prototype development and testing on pediatric (ages 5-17) bipolar disorder, a disorder that is particularly likely to be misdiagnosed, resulting in tremendous costs for the person and society. The proposed software system will enhance screening to improve the precision and quality of referrals for pediatric bipolar disorder in primary- care settings. The following three specific aims will be accomplished during Phase I: 1) create a fully functioning working prototype of a Bayesian screening tool for pediatric bipolar disorder using PPOD Index software for tablets to run on a tablet PC, 2) perform usability testing with physicians and families, and 3) assess the product value, innovation, feasibility, acceptability, and quality. The technology will have far- reaching generalizability to a variety of patient populations. We envision a final product (Phase II) that will include modules for other mental health disorders such as ADHD, Autism, and PTSD. By improving the efficiency and screening of mental health problems in primary-care settings, we can significantly improve the mental health outcomes of children and their families, alleviating suffering, burden on families, and cost to society.

? DESCRIPTION (provided by applicant): Over the past several decades, a large number of evidence-based treatment programs for alcohol, tobacco, and other drug (ATOD) use in youth have been rigorously tested and shown to be efficacious. Nevertheless, evidence-based ATOD programs (EBPs) are rarely adopted in everyday practice, are seldom implemented with strong fidelity, and often fail to be sustained over time in their intended service settings. A growing body of literature demonstrates implementation quality is directly related to the likelihood an EBP will be embedded into everyday practice and achieve its intended treatment outcomes. NIDA's Strategic Plan specifically identifies the need for effective methods to help close the gap between development of ATOD-EBPs and their adoption and long-term sustainability in service settings. This Phase II SBIR project will complete research and development of Centervention-ATOD, a customizable suite of online tools specifically designed to support quality implementation and sustainability of any ATOD-EBP within real-world service settings. During Phase I, we developed the Centervention-ATOD prototype with iterative input from key stakeholders; applied this technology infrastructure to an evidence-based ATOD prevention program; and evaluated the feasibility, usability, and value of the prototype and proposed scalable product. Stakeholders voiced strong support for continued research and development and suggested broadening the product's scope to include intervention- focused programs as well as examining cost-effectiveness outcomes. This Phase II SBIR project will accomplish three specific aims: (1) develop and expand Centervention-ATOD prototype components to enhance usability and utility for service settings, and integrate a second evidence-based ATOD program into the technology infrastructure. The utility and usability of Centervention-ATOD for this new EBP will be assessed and recommended modifications incorporated prior to pilot testing; (2) evaluate through pilot testing whether Centervention-ATOD confers additive benefits in provider implementation proficiency and efficacy, quality of implementation delivery, and EBP outcomes compared to traditional implementation methods; and (3) in collaboration with our expert consultant, conduct a formal cost-effectiveness analysis in order to evaluate monetary and non-monetary costs and benefits of implementing EBPs using Centervention-ATOD. No other comparable product exists that is specifically designed to help ATOD treatment facilities implement and sustain EBPs. Centervention-ATOD will leverage 3C Institute's technological expertise and experience to create a flexible, scalable technology infrastructure applicable to ATOD-EBPs on a broad scale, decreasing costs to service providers, enhancing implementation quality, and increasing program sustainability, thereby offering the potential for significant societal benefits and addressing a large, commercial market.

There has been substantial progress in developing evidence-based prevention programs (EBPPs) for preventing risky behaviors and promoting positive outcomes for youth. Unfortunately, their adoption, quality implementation, long-term sustainability, and scalability in real world service settings continues to lag far behind, resulting in an inability to achieve the intended broad scale public impact. This SBIR Fast Track project will address a key implementation barrier to broad scale adoption and sustained use of EBPPs?the need for ongoing tracking and documentation of how (process data) and to what extent (outcomes data) an EBPP results in intended youth outcomes under real-world conditions. Building on the existing collaboration between 3C Institute and Penn State University Prevention Research Center's EPISCenter, we will develop Impact, an easy to use, cost- and time-efficient technology platform to gather relevant process and outcome data and produce meaningful real-time reports at provider, service setting, and state-wide levels. The proposed project will accomplish five specific aims: Phase I: (1) Create a fully-functional prototype based on feedback gathered from providers and administrators during prior research by 3C and EPISCenter. Previously developed wireframes will be made fully functional and a complete system blueprint will be developed for five of EPISCenter's supported EBPPs. (2) Conduct a feasibility test with providers and agency/state administrators currently implementing one or more EBPPs supported by EPISCenter. Phase II: (3) Develop the full product with stakeholders, including all proposed Impact functionality for five EPISCenter-supported EBPPs, through an iterative development-testing-revision process to ensure the software achieves optimal usability for intended end users. (4) Conduct a field study with EBPP providers to assess the feasibility, usability, and value of process and outcomes tracking. Providers will be assigned to one of two conditions: (a) using EPISCenter's current methods (Excel spreadsheet & asynchronous reporting) and then (b) using Impact. We expect Impact will result in significant improvements in all areas. (5) Prepare Impact for commercialization by conducting focus groups with EBPP providers and administrators to review pilot test results and gather stakeholder feedback to finalize the complete product. Preparation for Phase III commercial launch will also include development of all needed demos, training materials, and resources for end users and integration of e-commerce functions into the website. Impact's technology infrastructure will be able to accommodate a wide array of EBPPs, providing a much needed cost-effective mechanism to support broad-scale dissemination and use in service settings. In addition, administrators will be able to track implementation, thus enhancing accountability and providing on-going quality assurance, while also providing data analytics to quickly and effectively monitor impact and cost-effectiveness, thereby increasing the likelihood a program's core features are adhered to over time and maximizing treatment benefits for youth.

? DESCRIPTION (provided by applicant): Data collection for clinical, behavioral, and social research has traditionally been accomplished via paper-and-pencil forms collected in-person, by telephone, or through the mail; however, recent technological advances have resulted in a multitude of online data collection systems (DCS) that deploy measures and collect data online. More than 35% of all data collection is now being conducted through online surveys. Furthermore, evidence indicates online data collection offers higher response rates, higher quality data, and substantial cost savings over traditional methods. Unfortunately, however, none of the current technology products offer developmentally appropriate tools specifically designed for collecting data with children younger than 12. This Phase II SBIR project will continue development and testing of a child-friendly data collection system, Quest, providing game-like user interfaces with built-in accessibility tools to maximize both engagement and usability for children and enabling researchers to design, build, and deploy developmentally appropriate surveys for children (ages 6-12). This Phase II SBIR project will build on positive Phase I feedback and support to accomplish three specific aims: (1) Fully develop Quest software by finalizing user flows and interfaces, embedding recommended software features and functions, and integrating researcher and child portal components. To ensure maximum usability, we will employ an iterative development model incorporating continuous feedback from children and researchers during development of the full product. (2) Conduct usability testing with children ages 6-12 who will be randomly assigned to complete pediatric self-report social behavioral measures using one of three data collection methods: (a) paper-and-pencil, (b) online survey, or (c) Quest. Observational data and ratings will be gathered for each method to assess participant engagement, motivation, attention, and usability. (3) Conduct pilot testing with pediatric clinical, social, and behavioral researchers randomly assigned to (a) Quest or (b) data collection as usual (DCU) conditions. Researchers will complete ratings of their data collection experience with children over a 3-month period. We expect researchers in the Quest condition to report significantly greater (a) ease of use, (b) data quality, (c) participant engagement, (d) cost savings, and (e) method satisfaction compared to researchers in the DCU condition. We also expect them to report the Quest software is (a) highly innovative, (b) feasible, and (c) valuable for conducting research with children. This project will yield a highly innovative affordable product that can be broadly applied in the service of clinical, behavioral, and social research and for which there is a demonstrated market need. In effect, this work will support NCATS's Strategic Priorities to build research capacity by addressing the developmental challenges of data collection with children and supporting researchers' capacity to collect high quality survey data with children, which in turn, would support efforts to translate research findings into clinical practice so that health outcomes for children can be enhanced.

Abstract Bullying is all too common in the early school years, occurring at approximately the same rate in Kindergarten and 1st (K1) grades as in later elementary school. Research underscores how bullying at an early age is predictive of continued bullying and peer victimization, and how all involved?bullies, victims, and bystanders? are at elevated risk for negative outcomes in many aspects of a child's social, emotional, and academic life. Recent reviews of school-based programs demonstrate that punitive, disciplinary approaches to bullying prevention do not work, and that social emotional learning (SEL) is a critical ingredient in effective programs. Unfortunately, logistical barriers (e.g., time, cost, need for trained staff) too often undermine schools' abilities to implement traditional in-person SEL strategies with all students. This SBIR Fast-Track will leverage cutting- edge intelligent social tutoring game technology to create a new, evidence-based serious game specifically designed to help younger students develop the social emotional skills they need to navigate bullying situations. 3C Institute is a leader in the field of game-based Intelligent Social Tutoring Systems (ISTS) with extensive experience creating and testing SEL games. 3C's ongoing collaboration with the Bellevue Public School in WA, Communities in Schools-Wake County Public Schools, NC, and our commercialization partner, Personalized Learning Games, will provide a solid foundation on which to build, test, and commercialize the proposed serious K1 SEL game product. Five specific aims will be accomplished. In Phase I, we will (1) create a serious game prototype based on input from K1 students, parents, and educators with a custom graphic design and storyworld and five prototype social problem solving (SPS) scenes. We will also (2) conduct end user tests with K1 students and educators who will review and evaluate the prototype. In Phase II, we will (3) develop the full product through an iterative testing process for a total of 25 SPS scenes aligned to CASEL's SEL framework (Self-management, Self-awareness, Social Awareness, Relationship Skills, & Responsible Decision Making) as well as online Student, Home, and Educator Portals. Then, we will (4) conduct a randomized active control pilot study to test the serious game's impact for improving K1 students' social emotional behavior, ability to problem solve in bullying situations, self-efficacy for coping with bullying, and awareness of behaviors that constitute bullying. We expect the SEL serious game to result in significant improvements in all areas compared to the active control group. Lastly, we will (5) prepare for commercialization by conducting focus groups with educators to finalize the complete product and formulate implementation guidelines for schools. We will also develop all needed online training demos and materials, finalize online reporting functions, and integrate e-commerce functions into the website. Our proposed product will meet a significant market need as the first rigorously tested serious game for SEL bullying prevention with younger students. We have already secured a pathway to market, with Personalized Learning Games, Inc. committed to offering the product.

Abstract Bullying is an all too common occurrence in our nation?s schools. Research underscores how all involved? bullies, victims, and bystanders?are at elevated risk for negative outcomes in many aspects of a child?s social, emotional, and academic life. Recent reviews of school-based programs demonstrate that social emotional learning (SEL) is a critical ingredient in effective bullying prevention. Unfortunately, logistical barriers (e.g., time, cost, need for trained staff) too often undermine schools? abilities to implement traditional in-person programming with all students. This SBIR Phase project aims to apply cutting-edge intelligent social tutoring game technology to create a new, evidence-based serious game specifically designed to help late elementary students learn and build the social emotional skills needed to navigate bullying situations and successfully transition to the middle school social environment. The end result of our Phase I and Phase II efforts will be a rigorously tested serious game specifically designed to prevent bullying and prepare students socially for the middle school transition through a safe virtual environment where late elementary students can learn and practice essential SE skills for identifying, managing, and avoiding a variety of bullying situations. In Phase I, we will accomplish three specific aims. First, we will create a serious game prototype with input from 4th and 5th grade students, parents, and educators to select the custom graphic design and storyworld and inform development of five social problem solving scenes depicting various types of bullying situations (i.e., physical, verbal, relational, cyber, and bystander). Second, we will conduct feasibility tests with 4th and 5th grade students and educators who will review and evaluate the prototype. And, third, we will create a full Phase II development and testing plan based on our Phase I findings. Our proposed serious game bullying prevention product will meet a significant market need as the first rigorously tested serious game for bullying prevention to prepare students socially for the difficult transition to middle school. Importantly, the proposed product will benefit from an established channel into the school market as our commercialization partner, Personalized Learning Games, Inc., has committed to include the proposed game in its product line, once fully developed and tested in Phase II.

Abstract Increasing enrollment and greater reliance on after-school programs (ASPs) for social emotional learning (SEL) coincides with research demonstrating that participation in high quality ASPs contribute meaningfully to positive youth development and mental health, especially for youth living in communities of concentrated urban poverty. These benefits rely on high quality experiences in a supportive environment with structured youth- adult interactions and well-organized opportunities for engagement. However, organizational and workforce variability across ASPs underscores the myriad challenges associated with consistent, high quality, and sustained SEL programming in ASPs. The traditional model for professional development (PD) and implementation of SEL curriculum in schools does not transfer to the after-school setting. Hence, we propose a technology-based innovation for ASP provider training in SEL programming that harnesses strengths, acknowledges limitations, and leverages opportunities inherent to diverse and complex ASPs. To our knowledge, the proposed product will be the first technology product that provides self-paced interactive instruction and practice to build workforce skills necessary for after-school providers to create and capitalize on teachable moments during after-school routines and recreation to meet the social, emotional, and behavioral needs of enrolled youth. This 12-month SBIR Phase I project will accomplish three specific aims: (1) develop a fully functioning software prototype; (2) conduct prototype usability and feasibility testing with frontline ASP youth care workers; and (3) conduct prototype testing with organizational stakeholders. The proposed SBIR project will directly address the need for innovative cost- and time-efficient solutions to engage after-school frontline providers in PD. The online curriculum will extend our team's public health approach to professionalizing ASP youth care workers to improve program quality and, ultimately, improve social, emotional, and behavioral outcomes for youth. Iterative development and testing will enhance and document the benefits of our proposed online PD curriculum to elevate the role of ASP youth care workers to ASP professionals. Our goal is to support broad scale dissemination and use of our online SEL training suite for ASP providers. We will market the final product as a cost and time efficient means to address the PD training needs of the more than 625,000 frontline youth care workers in the U.S. after-school market.

Abstract Demand for effective tools to ensure students are safe at school has increased as a result of high-profile school shootings and a greater awareness of violence on school grounds. Current research underscores the importance of school climate as an essential protective factor against violence. A positive school climate fosters student engagement, academic performance, and mental health. Further, when school climate improves, suspensions, office referrals, and violent and aggressive behaviors among students decrease. The goal of this SBIR is to develop and test the School Assessment for Environmental Typography (SAfETy) software product for schools and school districts. We will build on our team?s empirically validated school climate assessment instrument to create a digital interactive tool that can be easily integrated with typical administrative ?walkthrough? procedures. SAfETy will streamline collection of observations of the school?s physical and social environment, implement algorithms to deliver data-driven climate improvement suggestions, and facilitate creation and monitoring of corrective action plans to address climate concerns. In Phase I, we will create a software prototype and conduct user-centered tests with target end users (e.g., school administrators) to determine feasibility of the proposed SAfETy product. Phase I quantitative and qualitative data will be used to inform the Phase II R&D plan. The end result will be a rigorously tested new digital solution to help school personnel improve school climate and safety and address a legal requirement for reporting that schools currently have but for which few tools exist. The proposed SAfETy product will also address a significant public health need for feasible and effective tools to improve school safety and will offer an innovative scalable technology solution to the substantial school district market of more than 132,000 independent governing agencies.

Abstract Logistical and systemic barriers have long impeded access to mental health services for youth with emotional distress (e.g., depression and anxiety) resulting in a troubling gap where fewer than 50% of youth with an emotional disorder actually receive any mental health services, much less evidence-based intervention strategies. In the wake of the COVID-19 pandemic, youth are experiencing heightened emotional distress as faced with social isolation, familial financial strain, and fewer supports by peers and schools, making the need for scalable, accessible, and feasible mental health supports more urgent than ever. Single-Session Interventions (SSIs) have been shown to be an effective means for reducing youth psychopathology and to effectively lower cost, time, and stigma barriers to mental health treatment. Through this SBIR, we will apply the Unified Protocol (UP) transdiagnostic principles for emotional disorders in youths to create a suite of digital, self- paced, and evidence-based SSI modules for youth with a range of emotional disorders. Our end product will utilize cutting-edge software to offer youth a significantly enhanced experience compared to existing (research- focused) digital SSIs. No digital (self-administered) SSI product currently exists that offers the proposed unique combination of content and digital interactivity and personalization. This 12-month SBIR Phase I project will accomplish three specific aims: (1) develop a software prototype containing two fully-functioning SSI modules: ?Awareness of Physical Sensations and Emotional Experience? and ?Being Flexible in Your Problem-Solving?; (2) conduct usability and acceptability testing with youth who screen as having elevated emotional disorder symptoms; and (3) conduct feasibility testing with stakeholders who commonly oversee or support youth mental health (school- and community-based mental health providers, after-school counselors, pediatric healthcare providers, and parents). The proposed SBIR project will address the need for innovative cost- and time-efficient access to evidence-based mental health services for youth experiencing emotional distress. Phase I development will be guided by iterative user-centered design and testing. We expect Phase I to provide sufficient evidence of the feasibility and promise of our proposed product to support continued development and efficacy testing in Phase II. The overarching goal of this work is to support broad scale dissemination and use of digital SSI modules to reach as many youth as possible with evidence- based mental health supports.