Feasibility, Acceptability, and Fidelity of a Small Group Social-Emotional Learning Program Adapted for Delivery in Schools

Introduction: Small group interventions may be an effective approach for children who are not responsive to universal social-emotional learning programs; however, there are few such evidence-based programs for early elementary students. The Incredible Years Dina Dinosaur Treatment Program, shown to be effective in clinics, addresses a range of self-regulation difficulties that can lead to negative developmental outcomes; however, it has had limited use in schools. With consultation from the developer, the 2 hour session x 20 week program has been adapted for conjoint delivery by study clinicians and school counselors, with the goal of enhancing contextual supports for the intervention within schools. This presentation will describe the adaptations and address the initial feasibility, acceptability, and fidelity of this delivery model.

Methods: As part of an ongoing RCT, 10 intervention groups have been implemented in 9 schools with 59 K-2^nd graders identified as having self-regulation difficulties. Additional supports were developed (recess coaching, parent educational meetings, teacher in-service) to support skill generalizability. Satisfaction and fidelity data have been collected from 4 of the 10 groups to date (full results available for the presentation).

Results: Preliminary results indicate excellent student attendance (94%) and higher than expected parent attendance at 2 meetings (61% participated; attendance rate 47%). An average of 16 recess coaching sessions and 9 teacher consultation meetings were provided per student. 93% of the full program content was delivered during an average of 37 biweekly group sessions, with overall adherence and delivery quality rated 4.3 on a 1-5 scale by an independent reviewer. Counselors rated the program materials and methods highly and indicated that ignoring minor misbehavior, role plays, and parent meetings were the most useful approaches. Using puppets, time out and ignoring were perceived as more difficult to do, yet effective. They described increases in their own skills and use of program strategies with other students in the school.

Conclusion: Relative to clinic implementation, this school delivery model has higher dosage and multiple opportunities for skill reinforcement which may enhance efficacy. Initial data suggest this program is feasible for delivery in schools with a high level of fidelity when supported with external mental health professionals. School counselors may also gain skills through involvement with the program, which can expand its impact. Adapting clinical interventions for schools is an important way to enhance access to high-quality preventive services for children at high risk for educational failure and mental health disorders.