TY - JOUR
T1 - Can School Mental Health Providers Deliver Psychosocial Treatment Improving Youth Attention and Behavior in Mexico? A Pilot Randomized Controlled Trial of CLS-FUERTE
AU - Haack, Lauren Marie
AU - Araujo, Eva Angelina
AU - Meza, Jocelyn
AU - Friedman, Lauren M.
AU - Spiess, Madeline
AU - Alcaraz Beltrán, Dulce Karely
AU - Delucchi, Kevin
AU - Mojardín Herladez, Ambrocio
AU - Pfiffner, Linda
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project was supported by National Institutes of Health (NIH) Research Training Grant (# R25 TW009343) obtained by Dr.Haack funded by the Fogarty International Center (FIC) and the National Institute of Mental Health (NIMH), as well as the University of California Global Health Institute (UCGHI). This project also was supported by funding from a Health Initiative of The Americas- Berkeley School of Public Health Research Program on Migration and Health (PIMSA) grant awarded to Drs. Haack and Araujo. Drs. Meza and Friedman are supported by award number (T32MH018261)from the NIMH. The content is solely the responsibility of the authors and does not necessarily represent the official views of the NIH.
Publisher Copyright:
© ©The Author(s) 2020.
PY - 2021/12
Y1 - 2021/12
N2 - Background: Despite well-established Evidence-Based Treatments (EBTs) for Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), many low-resource settings lack EBT access. Methods: We conducted a school-clustered randomized controlled pilot of CLS-FUERTE (a multicomponent behavioral EBT adapted for children in Mexico) with 58 students. We randomly assigned four schools to receive CLS-FUERTE and four to receive school services as usual. We compared groups post-treatment on parent- and teacher-rated ADHD/ODD symptoms and impairment. Results: CLS-FUERTE fidelity, attendance, engagement, and acceptability was high and students receiving CLS-FUERTE showed greater improvement in teacher-rated ADHD, ODD, and impairment, as well as parent-rated ADHD and impairment, compared to students receiving usual services. Conclusions: Pilot results suggest that psychosocial EBTs can be successfully implemented by School Mental Health Providers in Mexico.
AB - Background: Despite well-established Evidence-Based Treatments (EBTs) for Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD), many low-resource settings lack EBT access. Methods: We conducted a school-clustered randomized controlled pilot of CLS-FUERTE (a multicomponent behavioral EBT adapted for children in Mexico) with 58 students. We randomly assigned four schools to receive CLS-FUERTE and four to receive school services as usual. We compared groups post-treatment on parent- and teacher-rated ADHD/ODD symptoms and impairment. Results: CLS-FUERTE fidelity, attendance, engagement, and acceptability was high and students receiving CLS-FUERTE showed greater improvement in teacher-rated ADHD, ODD, and impairment, as well as parent-rated ADHD and impairment, compared to students receiving usual services. Conclusions: Pilot results suggest that psychosocial EBTs can be successfully implemented by School Mental Health Providers in Mexico.
KW - ADHD
KW - ODD
KW - community
KW - culture
KW - evidence-based treatment
KW - schools
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U2 - 10.1177/1087054720959698
DO - 10.1177/1087054720959698
M3 - Article
C2 - 32996347
AN - SCOPUS:85091752851
SN - 1087-0547
VL - 25
SP - 2083
EP - 2097
JO - Journal of Attention Disorders
JF - Journal of Attention Disorders
IS - 14
ER -