Quantum Units Education®

Characteristics and Needs-Risk Factors

1. Considerable research has identified family, neighborhood, school, and societal factors that may place youth at risk for long-term negative outcomes, including each of the following EXCEPT:

Diagnostic Criteria for Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)

2. Oppositional Defiant Disorder is characterized by a persistent pattern of behavior in which the basic rights of others are violated with such behaviors as bullying and intimidating others, as well as being cruel to people and animals.

Prevalence of Condition

3. Both ODD and CD occur fairly frequently among children, with ODD occurring in _______ percent of youth, and CD occurring in _______ percent.

Evidence-Based and Promising Practices-Triple P – Positive Parenting Program

4. Triple P-Positive Parenting Program is a multilevel system of parenting and family support programs that aim to prevent or reduce severe behavioral, emotional, and developmental problems in children by enhancing the knowledge, skills, and confidence of parents.

5. Triple P is designed to be delivered by a range of specialists for families with children from ages:

6. Level Two Triple P services include advice for specific child behavior problems, and may be self-directed or involve telephone or face-to-face interaction with a clinician, or participation in group sessions.

Possible Barriers

7. Successful implementation of Triple P or any parenting or family intervention may be compromised when the agency or staff are not willing to work with families at times that are convenient for the families.

Project ACHIEVE-Characteristics of the Intervention

8. Project ACHIEVE is a comprehensive school based prevention program that focuses on each of the following areas EXCEPT:

9. The Strategic Planning, Organizational Analysis, and Development Component of Project ACHIEVE assesses interactive and interpersonal processes within a school such as the organizational climate, administrative style, and:

Second Step: Characteristics of the Intervention

10. Which of the following is NOT one of the main skill-building areas of the The Second Step prevention program designed to reduce impulsive and aggressive behavior in children?

11. The Second Step program is divided into four age groups covering children ages three to sixteen.

Second Step: Research Base and Outcomes

12. Research outcomes indicated that students who participated in the Second Step lessons increased social skills knowledge and prosocial and empathy skills.

Implementation and Dissemination-Possible Barriers

13. Leadership changes in administration and lack of funding may affect the ability to sustain the implementation of prevention programs such as Second Step over time.

Promoting Alternative Thinking Strategies (PATHS)

14. Promoting Alternative Thinking Strategies (PATHS) is a universal prevention program for elementary schools that strives to increase social and emotional competencies while:

15. For children in the latter elementary years, PATHS teaches readiness and self-control through metaphorical storytelling and behavioral support.

Promoting Alternative Thinking Strategies: Research Base and Outcomes

16. Randomized designs that measured the effects of the PATHS intervention on a child’s emotional understanding showed increased range in discussing emotional experiences, in beliefs regarding management of emotions, and in developmental understanding of some aspects of emotions.

First Steps to Success-Characteristics of the Intervention

17. Which of the following correctly describes the components of First Steps to Success?

18. The six First Step skills are that practiced in the home to help children succeed in the school environment are communication and sharing, cooperation, limit setting, problem solving, developing confidence, and:

Research Base and Outcomes

19. The research on First Steps to Success points to a number of positive changes in the behavior of children identified to be at risk of developing a serious pattern of antisocial behavior.

Early Risers: Skills for Success-Characteristics of the Intervention

20. The Early Risers program provides comprehensive mental health promotion services to children displaying early onset aggressive, disruptive, and socially withdrawn behaviors, and it is grounded in family systems and cognitive-behavioral theoretical perspectives.

21. Which of the following is NOT one of the four domains emphasized in the Early Risers program?

22. The primary goal of the family-focused component of Early Risers is to bridge family and community in order to foster continued success in learning and social growth.

Research Base and Outcomes

23. Overall, research supports significant relationships between children’s level of participation throughout the Early Risers program (more than 1 year or more) and which areas:

Adolescent Transitions Program (ATP)-Background

24. ATP was designed as a group psychoeducational intervention focused on family management practices and reducing deviant peer influences, and was offered to high-risk adolescents and families.

Characteristics of the Intervention

25. Which of the following is an accurate statement about the different levels of ATP interventions?

Research Base and Outcomes

26. Research supports the ATP intervention in successfully reducing adolescent problem behaviors of substance use as well as increasing family communication and relationships.

Incredible Years-Characteristics of the Intervention

27. The goal of the Incredible Years intervention is to reduce child aggression (ages 2 to 12) by teaching parents and teachers how to manage children’s misbehavior and promote children’s problem-solving strategies, ______________ and social competence.

28. The core component of Incredible Years is the The ADVANCE program which addresses discipline issues, communication skills, parental empathy, and problem-solving skills.

Helping the Noncompliant Child-Characteristics of the Intervention

29. Helping the Noncompliant Child’s primary treatment goal is the secondary prevention of serious conduct disorder problems in preschool and early elementary school-aged children, and the primary prevention of subsequent juvenile delinquency.

30. The parent-training component of the program is divided into differential attention and compliance training phases with typically ________sessions for both training periods that last approximately _________ minutes.

Parent-Child Interaction Therapy-Characteristics of the Intervention

31. During the phases of Parent-Child Interaction Therapy (PCIT), parents learn how to strengthen attachments to their child through being warm, responsive, and sensitive to their child’s behavior, and they learn how to be strong authority figures through: 

Implementation Challenges

32. When implementing PCIT, it may be difficult to keep families interested and motivated to complete each phase because it often takes longer to master skills than prescribed.

Parent Management Training — Oregon (PTMO)-Characteristics of the Intervention

33. The five essential implementation components of PTMO are skill encouragement, discipline, monitoring, problem-solving skills, and:

Brief Strategic Family Therapy

34. Brief Strategic Family Therapy (BSFT) is a family therapy intervention for children and adolescents aged 6 to 18 years that was initially developed for use with foster children with substance use issues and behavioral problems.

Characteristics of the Intervention

35. During the _____________ component of BSFT, the therapist deciphers family patterns of interactions and develops specific plans to change maladaptive patterns. 

Problem-Solving Skills Training-Characteristics of the Intervention

36. Which of the following is a correct statement about Problem-Solving Skills Training (PSST)?

Research Base and Outcomes

37. Research has continued to demonstrate that the PSST intervention significantly decreases aggression at home and in school, decreases deviant behaviors, and increases prosocial behaviors.

Coping Power-Characteristics of the Intervention

38. Children with disruptive and aggressive behaviors cognitively distort incoming social cues and situations, inaccurately interpret events, and have an inability to effectively problem solve.

39. During Coping Power parent component sessions, the therapists emphasize behavioral and personal goal setting, awareness of feelings, and perspective taking, while in the child component sessions emphasis is on identification of prosocial behaviors, establishing rules and expectations, and creating open communication.

Mentoring

40. Mentoring programs are the formal mechanisms for developing positive, supported, professional relationships between at-risk youth and caring adults, and the process includes inquiry, orientation, volunteer screening, youth assessment, matching, and:

Research Base and Outcomes

41. The largest favorable effects of mentoring programs were observed with youth at risk due to individual-level characteristics and significant personal problems, rather than those at risk due to environmental conditions or disadvantage.

Multisystemic Therapy (MST)-Characteristics of the Intervention

42. MST treatment is a multi-faceted family and community-based treatment for youth who are at imminent risk of out-of-home placement due to serious antisocial behavior and substance abuse problems.

43. Which of the following is NOT one of the guiding principles of MST?

Research Base and Outcomes

44. Published studies on the effectiveness of multisystemic therapy showed improved family relations, decreased behavior problems, and decreased association with deviant peers.

Functional Family Therapy-Background

45. Functional Family Therapy (FFT) is an empirically based clinical system that focuses on youth who are at risk of, or currently displaying, aggressive behavior, violence, and substance-use, and more than_________ of the current practices of FFT are implemented in the juvenile justice system.

Characteristics of the Intervention

46. One of the main goals of FFT that is fundamental to the success of the program is reducing the personal, societal, and economic consequences that can result from various disruptive behaviors of youth.

Multidimensional Treatment Foster Care (MTFC)-Characteristics of the Intervention

47. While MFTC and MTFC-P are recommended interventions for youth who have been placed outside the home in the child welfare, mental health, or juvenile justice systems, at-risk children who are still living in their homes are not eligible for these services.

Research Base and Outcomes

48. Each of the following is an accurate statement about MFTC research outcomes EXCEPT:

How to Use the Evidence-Based Practice Kits: Background and Purpose

49. Evidence-based practices (EBPs) are scientifically supported interventions that offer hope that the lives of children and youth with disruptive behavior disorders (DBDs) can be enhanced.

50. Although scientific evidence supports adopting EBPs, these practices may still not be readily available in some communities or as part of the usual array of services offered by most mental health providers.

Implementation Considerations

51. According to the authors, which of the following in NOT one of the factors that an advisory board may consider when selecting and adopting a new evidence-practice?

What Are Disruptive Behavior Disorders (DBDs)?

52. Disruptive Behavior Disorders occur across the stages of child and youth development and:

What Are the Evidence-Based Practices Presented in this KIT?

53. Evidence-based practices for DBDs are designed to prevent disruptive behavior disorders or treat the symptoms of disruptive behavior disorders and they include family involvement, _______________ approaches, and parent training.

Table 3: Multi-Level Practices

54. An increase in the ability to label feelings, a decrease in classroom aggression, and an increase in self control were positive outcomes shown in which intervention?

Table 4: Treatment Practices

55. The prevention practices Coping Power and Mentoring include critical family components which focus on parent education workshops, individualized family support, and family management groups.

56 Implementation Considerations-Build Support for Change: Five Steps for Consensus Building-Step 1

56. Stakeholders who may be involved in implementing an EBP include agency personnel at all levels, mental health authority staff, family organizations, family members, youth, researchers, policymakers, and funders.

Integrate the EBP into Policies, Procedures, and Financing

57. Policies and procedures should be examined early in the process of implementing an EBP program as this will help ensure the sustainability of the program.

Figure 2: Assessments for Integrating EBPs into Service Systems

58. The Organizational Readiness for Change instrument assesses the readiness of an organization to implement EBPs, and it includes each of the following areas EXCEPT:

Understand Medicaid

59. Medicaid is an essential resource for funding many EBP programs, as it now funds more than __________ of public mental health services administered by states.

60Range of Medicaid Financing Mechanisms for Home and Community-Based Services for Children and Youth

60. States can provide non-hospital-based community services through a clinic option, which is typically used to expand home and community-based services, and includes training in social skills and telephone counseling services.

Illustration of Michigan's 1915(c) Home and Community-Based Waiver

61. The Home and Community-Based waiver for children with serious emotional disturbance (SED) assists children who are at risk of inpatient psychiatric hospitalization, and it includes a __________ framework of physician services, medication management, and family therapy.

Train All Levels of Staff in the Agency

62. Although most skills that practitioners need may be enhanced through supervision, on-the-job consultation, and coaching, research indicates that the most effective way to teach EBP skills is through formal training.

Monitor and Evaluate Regularly

63. Process measures give agency staff an objective, structured way to gain feedback about program development and about how services are provided, while helping to diagnose program weaknesses and to clarify strengths.

Why You Should Collect Outcome Measures

64. Outcome measures capture a program’s results, and some are concrete and observable, while others are:

Table 1: Measurement Instruments for Assessing Child and Family Outcomes

65. The measurement instrument used for 3-6 year olds to assess the quality of parent-child social interactions is the:

Address Cultural Competence and EBPs

66. Cultural competence is described as the delivery of services responsive to the cultural concerns of racial and ethnic minority groups, and numerous research studies have been dedicated to identifying and implementing its key ingredients.

What Culture Is and How it Affects Care

67. Culture affects whether people attach a stigma to mental health problems and how much trust they place in providers, while the professional culture of agencies, administrators, and practitioners influences how care is organized and delivered.

Medication Management-Introduction

68. Traditionally, medication research has focused on studying the symptoms that are key hallmarks of DBDs, which has assisted in identifying psychopharmacologic interventions that are appropriate for these disorders.

Atypical (Second Generation) Antipsychotic Medications

69. The primary reason for referral to child psychiatric clinics in the United States is:

Table 1: Side Effects Associated with Atypical Antipsychotics

70. Common side effects of atypical antipsychotics include insomnia, headache, nausea, increased appetite, and:

Mood Stabilizers

71. Mood stabilizers such as clonidine and guanfacine have a long history in the treatment of seizure disorder and Bipolar Disorder, and more recently have been proven effective in the treatment of impulsivity associated with DBDs.

Figure 1: Treatment Recommendations for the Use of Antipsychotics for Aggressive Youth

72. Atypical antipsychotic medications should be tapered or discontinued in patients who show a remission in aggressive symptoms for ______ months or longer.

Selecting EBPs-Introduction to the Six-Step Decisionmaking Process

73. Indicated prevention programs focus on helping specific subpopulations improve behavior problems, while selected programs focus on preventing disruptive behavior disorders within an entire population.

Step 1: What is The Evidence for a Practice?

74. The amount of evidence that supports an intervention is categorized based on the type and amount of rigorous scientific study that a practice has undergone, and best support criteria includes the following:

Race and Ethnicity

75. Diverse ethnicities are frequently underrepresented in studies evaluating the effectiveness of interventions, so cultural adaptations of existing evidence-based practices and use of culturally specific interventions are recommended to ensure culturally competent EBPs for children and families of color.

Step 3: Are Outcomes Meaningful to a Local Population

76. Which of the following in NOT one of the more commonly desirable outcomes for children and adolescents with Disruptive Behavior Disorders?

Step 4: How Does a Practice Fit With an Agency?

77. When adding EBPs to existing services, the closer the fit between the characteristics of an EBP with an agency’s mission and functions, the easier the accommodation may be for the agency.

Table 5A: Fit With Agency: Monitoring and Financing Options-Prevention/Multilevel EBPs

78. Safe and Drug Free Schools funding may be a financial option for which of the following Evidence-Based Practices?

Step 6: How Does a Practice Fit With Youth and Family?

79. Mental health services focusing on families and youth should respect the family's voice as a whole rather than the individual needs, and must incorporate ability-based principles.

Hints on Understanding Research Study Designs

80. Randomized control trials are considered to have stronger “proof” than other types of studies, and when they are conducted in different locations, by different researchers, in settings that resemble the real world, these interventions tend to obtain the highest rating in terms of evidence.