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 - 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 -