Abstract：
UNASSIGNED: Screening, brief intervention, and referral to treatment (SBIRT) is a public health framework for addressing adolescent substance use. Implementation of SBIRT in schools carries the potential to improve substance use treatment access and service acceptance for students, but faces barriers related to knowledge deficits, low comfort, and lack of training in screening and brief interventions among school-based mental health (SBMH) providers. This report describes the development and acceptability evaluation of a school-based SBIRT program designed to overcome common implementation barriers of SBIRT related to provider confidence, knowledge, and training deficits by supplementing the traditional model with telehealth-delivered addiction consultation and education (ACE).
UNASSIGNED: Program components include core SBIRT trainings, telehealth-delivered ACE sessions, and outreach support for SBMH providers. Each ACE session included a didactic expert presentation on a clinical topic and a provider-presented patient case with discussion. Sessions were delivered using a Project ECHO-based hub-and-spoke format with monthly 1-hour virtual meetings. Interviews and surveys with SBMH providers on substance use screening and intervention practices and perceived barriers were used to inform program design choices and tailor the curriculum. Acceptability data were collected at 9 months.
UNASSIGNED: SBMH provider participants reported increased confidence, knowledge, and evidence-based screening and early intervention practices, and high acceptability, satisfaction, and benefit from the program. Ongoing barriers to referral to treatment were reported.
UNASSIGNED: This pilot study suggests that supplementing traditional SBIRT with telehealth-delivered ACE sessions can address common implementation barriers and serve as a scalable model to improve SBIRT adoption in schools.
UNASSIGNED: Program components include core SBIRT trainings, telehealth-delivered ACE sessions, and outreach support for SBMH providers. Each ACE session included a didactic expert presentation on a clinical topic and a provider-presented patient case with discussion. Sessions were delivered using a Project ECHO-based hub-and-spoke format with monthly 1-hour virtual meetings. Interviews and surveys with SBMH providers on substance use screening and intervention practices and perceived barriers were used to inform program design choices and tailor the curriculum. Acceptability data were collected at 9 months.
UNASSIGNED: SBMH provider participants reported increased confidence, knowledge, and evidence-based screening and early intervention practices, and high acceptability, satisfaction, and benefit from the program. Ongoing barriers to referral to treatment were reported.
UNASSIGNED: This pilot study suggests that supplementing traditional SBIRT with telehealth-delivered ACE sessions can address common implementation barriers and serve as a scalable model to improve SBIRT adoption in schools.
摘要：
■筛选，简短的干预，转诊治疗（SBIRT）是解决青少年药物使用问题的公共卫生框架。在学校实施SBIRT有可能改善学生的物质使用治疗机会和服务接受度，但面临着与知识赤字有关的障碍，低舒适度,学校心理健康（SBMH）提供者缺乏筛查和简短干预方面的培训。本报告描述了基于学校的SBIRT计划的开发和可接受性评估，该计划旨在克服与提供商信心相关的SBIRT的常见实施障碍，知识,并通过用远程医疗提供的成瘾咨询和教育（ACE）补充传统模式来培训缺陷。
■计划组件包括核心SBIRT培训，远程医疗提供的ACE会议，以及对SBMH提供商的外联支持。每次ACE会议都包括关于临床主题的说教专家演讲和提供者提供的患者案例进行讨论。会议使用基于项目ECHO的中心辐射格式进行，每月1小时的虚拟会议。与SBMH提供者就物质使用筛查和干预实践以及感知障碍进行了访谈和调查，以告知方案设计选择并定制课程。在9个月时收集可接受性数据。
■SBMH提供商参与者报告信心增强，知识,以及基于证据的筛查和早期干预实践，和高可接受性，满意,并从该计划中受益。报告了转诊治疗的持续障碍。
■这项试点研究表明，通过远程医疗提供的ACE会议来补充传统的SBIRT可以解决常见的实施障碍，并作为可扩展的模型来改善学校中SBIRT的采用。
■计划组件包括核心SBIRT培训，远程医疗提供的ACE会议，以及对SBMH提供商的外联支持。每次ACE会议都包括关于临床主题的说教专家演讲和提供者提供的患者案例进行讨论。会议使用基于项目ECHO的中心辐射格式进行，每月1小时的虚拟会议。与SBMH提供者就物质使用筛查和干预实践以及感知障碍进行了访谈和调查，以告知方案设计选择并定制课程。在9个月时收集可接受性数据。
■SBMH提供商参与者报告信心增强，知识,以及基于证据的筛查和早期干预实践，和高可接受性，满意,并从该计划中受益。报告了转诊治疗的持续障碍。
■这项试点研究表明，通过远程医疗提供的ACE会议来补充传统的SBIRT可以解决常见的实施障碍，并作为可扩展的模型来改善学校中SBIRT的采用。
