CENTER FOR PREVENTION AND EARLY INTERVENTION  A COLLABORATION BETWEEN THE JHU BLOOMBERG SCHOOL OF PUBLIC HEALTH, BLOOMBERG SCHOOL OF PUBLIC HEALTH, THE JHU & UMD DEPARTMENTS OF THE JHU & UMD DEPARTMENTS OF PSYCHIATRY AND THE BALTIMORE CITY PSYCHIATRY AND THE BALTIMORE CITY PUBLIC SCHOOL SYSTEM PUBLIC SCHOOL SYSTEM

OVERALL AIM  TO ASSESS THE FEASIBILITY OF INTEGRATING PROMISING PREVENTIVE AND EARLY INTERVENTIONS DESIGNED TO REDUCE EARLY AGGRESSIVE DISRUPTIVE BEHAVIOR AND TO PREVENT LATER ANTISOCIAL BEHAVIOR, DEPRESSION, AND SUBSTANCE ABUSE

CENTER FOR PREVENTION AND EARLY INTERVENTION SPECIFIC OBJECTIVES  THE CENTER PLANS TO EXAMINE THE FEASIBILITY OF AN INTEGRATED APPROACH TO PREVENTION AND EARLY INTERVENTION IN THE ELEMENTARY & MIDDLE SCHOOL SETTING

CENTER FOR PREVENTION AND EARLY INTERVENTION SPECIFIC OBJECTIVES  THIS INTEGRATED APPROACH FEATURES THE NESTING OF INDICATED AND TREATMENT INTERVENTIONS WITHIN A UNIVERSAL CLASSROOM-BASED PREVENTIVE INTERVENTION

CENTER FOR PREVENTION AND EARLY INTERVENTION  THE GOAL OF THIS NESTED APPROACH IS TO SEAMLESSLY LINK CHILDREN WHO DO NOT RESPOND TO THE UNIVERSAL INTERVENTION TO INDICATED PREVENTIVE INTERVENTIONS OR TREATMENT SERVICES

Interconnected Systems for Meeting the Needs of All Children Systems of Care Treatment of severe and chronic problems Systems of Early Intervention Early-after-onset Systems for Prevention and Positive Youth Development Universal and Selective Prevention Systemic collaboration is essential to establish inter-program connections within and across Systems of prevention, early intervention, and treatment. Adapted from Adelman et al. (UCLA Center for Mental Health in the Schools)

INTERVENTION INITIATIVES  COMBINATION OF TWO UNIVERSAL CLASSROOM BASED INTERVENTIONS: GOOD BEHAVIOR GAME (GBG) & PROMOTING ALTERNATIVE THINKING STRATEGIES (PATHS)

INTERVENTION INITIATIVES  COMBINATION OF TREATMENT AND INDICATED INTERVENTIONS (THE INCREDIBLE YEARS) IN K-3 WITH THE UNIVERSAL CLASSROOM-BASED INTERVENTIONS

INTERVENTION INITIATIVES  COMBINATION OF INDICATED AND TREATMENT INTERVENTIONS (COPING POWER) IN GRADES 4-5 WITH THE UNIVERSAL INTERVENTIONS

ASSESSMENT INITIATIVES TO DEVELOP AND ASSESS THE FEASIBILITY OF A WEB-BASED, MULTISTAGE ASSESSMENT SYSTEM FOR:   MONITORING CHILDREN’S ACADEMIC AND SOCIAL EMOTIONAL FUNCTIONING   AND IDENTIFYING CHILDREN IN NEED OF INDICATED AND EARLY TREATMENT INTERVENTIONS.

ASSESSMENT INITIATIVES  TO DEVELOP METHODS AND MEASURES FOR ASSESSING THE ORGANIZATIONAL FACTORS INFLUENCING IMPLEMENTATION OF THE CENTER’S SCHOOL-BASED INTERVENTIONS.

METHODOLOGICAL INITIATIVES APPLY AND EXTEND INNOVATIVE STATISTICAL METHODS DESIGNED TO: APPLY AND EXTEND INNOVATIVE STATISTICAL METHODS DESIGNED TO:  DETECT SUB-GROUP VARIATION IN INTERVENTION RESPONSE;  ESTIMATE INTERVENTION EFFECTS IN THE PRESENCE OF VARIATION IN THE LEVEL OF THEIR IMPLEMENTATION;  IMPROVE THE INTERPRETABILITY OF LATENT VARIABLE MODELS EMPLOYED

METHODOLOGICAL INITIATIVES  DEVELOP METHODS TO ESTIMATE THE POTENTIAL DISTAL ECONOMIC BENEFITS OF THE CENTER’S INTERVENTION INITIATIVES BASED ON KNOWLEDGE OF THEIR IMPACT ON MORE PROXIMAL OUTCOMES.

METHODOLOGICAL INITIATIVES  EMPLOY THESE NEW METHODS IN DESIGNING THE RO1 SUPPORTED EFFECTIVENESS TRIALS THAT EVOLVE OUT OF THE CENTER’S PILOT INTERVENTION AND ASSESSMENT INITIATIVES