Web-based training in evidence-based practices for youth with attention and behavior challenges
The Collaborative Life Skills Remote (CLS-R) project is funded by the U.S. Department of Education Institute of Education Sciences. In partnership with the San Francisco Unified School District, we are currently developing a remote, web-based professional development program for school mental health providers. The program is based on the Collaborative Life Skills Program and is designed for school mental health providers, teachers, and parents to gain support for implementing evidence-based practices for students with attention and behavior problems at their schools.
This program includes remote support for integrated classroom-based interventions and daily report cards, parenting skills groups and child skills groups that are delivered at the school by school staff including teachers and school mental health providers. The web-based portal is intended to increase access to high-quality evidence-based behavioral treatments to meet the full range of needs of students with ADHD across the country.
CLS-R also includes the following for school providers:
- Workshops and consultations for school mental health providers via videoconferencing
- Remote, live coaching for school mental health providers as they deliver the program with students, parents, and teachers
- Videos and tutorials to guide school mental health providers, teachers, and parents through examples and to assist in the implementation of the program strategies
- Online weekly progress monitoring tools used to enable adjustments to program if needed
- Downloadable manuals, handouts, and resource tools
This project is funded by a four-year (2017-2021) Goal 2 grant from the U.S. Department of Education's Institute of Education Sciences (PI: Linda Pfiffner, PhD, IES R305A170338)
- Pfiffner, L. J., Dvorsky, M. R., Haack, L., Friedman, L. F., Spiess, M., Morgan, J. M., Chung, S, & Griest, S. (2020, October). Development of a Web-based Training Platform for School Clinicians in Evidence-Based Practices for ADHD. Journal of the American Academy of Child and Adolescent Psychiatry, 59(10):S331. https://doi.org/10.1016/j.jaac.2020.07.796