Andrew Cleek, PsyD
CTAC Team
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Welcome and Introduction
What is PEDS?
What is MAP?
Why is it important?
What is a Learning Community?
The nuts and bolts of joining this Learning
Community
Activities and Timeframe
Q&A
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As partners in this most important effort, we
extend a warm welcome to all of you who
have joined us to explore the value of
resources designed to support clinical staff
You are contributing to our collective
knowledge that will help move the field
forward
We are excited to partner with you over the
next year.
Which of the following methods do you use
most often in making decisions about
treatment?
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Talk to my supervisor
Talk to my colleagues
Review research literature
Rely on previous experience
None of the above
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There are several hundred evidence-based
protocols that cover a variety of common child
mental health diagnoses.
◦ Not feasible to learn all of these protocols
◦ Some are costly to be trained in and implement
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Many of these EBPs share common approaches,
practices, and decision points
Our goal in this project is to explore the value of a
decision support tool to practitioners, supervisors and
clients in a way that is practical and sustainable.
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Our initiative is designed to explore, adapt
and evaluate an online decision support tool
called MAP.
MAP stands for Managing and Adapting
Practices
MAP was developed by Bruce Chorpita and
Eric Daleiden of UCLA.
It is currently being used in a variety of
children’s clinical treatment settings in a
number of states including LA county,
California
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Practitioner Education refers to the
integration of the decision support tool with
clinical guidelines and education in a number
of key clinical areas: depression, anxiety.
conduct problems, and trauma
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A year-long partnership across 20 clinics in New York State,
involving a combination of supervisors and practitioners.
The learning community is designed to:
◦ Engage practitioners and supervisors in evaluating and adapting the
MAP approach to:
 Support clinical decisions related to the formulation of treatment
needs
 Select interventions that are evidence informed
 Monitor treatment goals and objectives
◦ Establish an ongoing partnership with clinics and practitioners to
identify the most useful components of Practice Wise
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◦ Explores the impact of streamline training and education on the
successful application and utilization of the Practice Wise system.
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A system that allows practitioners to manage and
adapt practice to meet the needs of children receiving
mental health treatment.
The system is not a single treatment model. Rather, it
involves several decision and practice support tools to
assist in the selection, review, adaptation, or
construction of promising treatments to match
particular child characteristics based on the latest
scientific findings.
It consists of three online tools designed to guide and
support practitioners in clinical decision making,
service planning and progress monitoring (Practice
Wise).
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MAP is designed to improve the quality, efficiency,
and outcomes of children’s mental health services
Decision support tools and resources address the
need for more reliable, easily accessible, timely
information, and resources to support clinical
decisions.
 The role of practitioner friendly decision support
tools to promote effective practices that
demonstrate measurable outcomes are increasingly
critical.
 MAP assists practitioners to coordinate and
supplement the use of evidence-based practices for
children’s mental health.
 Practitioners often need additional tools to support
the clinical decisions that are made on a daily basis.
 There is a focus on ‘common elements’ that can
help practitioners utilize the best practices for their
clients.
1. PracticeWise Evidence-Based Service Database:
(PWEBS) online database that can make
recommendations about formal evidence-based
programs OR about specific components of evidencebased treatments (based on client characteristics)
2. Practitioner Guides: Provides user-friendly
measurement tools and clinical protocols
3. Clinical Dashboard: Tracks outcomes and practices
on a graphical clinical dashboard
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Evidenced based youth mental health
literature database
Easy to use & searchable by problem type
(dx), age/grade, gender and or ethnicity
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Select the strength of the evidence
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Level
Level
Level
Level
Level
1:
2:
3:
4:
5:
Best Support
Good Support
Moderate Support
Minimal Support
No Support
Select youth characteristics:
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Problem Type (diagnosis)
Age or Grade
Gender
Ethnicity
Materials owned by ICL, Licensed by
CTAC
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Types of treatments that have been shown
effective
Practice elements that make up the
treatments
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Settings of where the treatment was delivered
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Format treatment was delivered
Materials owned by ICL, Licensed by
CTAC
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Practice Guides
◦ A step-by-step guide on how to deliver common
practice elements found in evidence-based
treatments for youth
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Process Guides
◦ Provides framework for clinician to make decisions
related to care and treatment
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These guides are accessible online and can
be downloaded to your desktop.
Materials owned by ICL, Licensed by
CTAC
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Tracks client progress and treatment practices
in a graphical representation over time.
The dashboard has 6 components:
◦ Instructions
◦ Presentation Results: Provides a snapshot of case
progress
◦ Notes
◦ Data Progress: Client assessment tracking
◦ Data Practices: Tracks practice elements used in
sessions
◦ Data Client Information: Client demographics
Materials owned by ICL, Licensed by
CTAC
The PEDS Learning
Community Expectations,
Activities, and Timeframes
◦ Builds on the collective knowledge and real world
experiences of participants
◦ Social networking and shared learning encounters
are energizing
◦ Efficient and effective method to support
widespread practice improvement
◦ Ensures that the common and unique concerns,
challenges and needs are addressed
◦ Each clinic will be provided:
 Three subscriptions that provides 1 supervisor and 2
practitioners access to the Practice Wise Evidence-Based Service
database, Practitioner Guides, and Clinical Dashboards
 Supervisors and practitioners will receive a 1 day in-person
training on the Practice Wise system
 Optional follow-up consultation call after the training
 There are 4 quarters to this LC: each quarter will focus on a
clinical treatment area (depression, anxiety, conduct disorders,
and trauma)
 Each quarter will provide a minimum of 1 web-based training
and 2 small group calls designed to promote an exchange of
ideas and collective problem solving
 Monthly contact- may be clinical topic focused webinars
(depression, anxiety, conduct disorders, and trauma),
small group consultation calls
 Educational webinars on key clinical treatment topics
(depression, anxiety, conduct difficulties, trauma) that are
archived and open to all members of the participating
clinic’s workforce
 Learning community meetings at 6 mos and 12 mos that
will last about 3 hours.
Provides all members of the learning
community with the technical, clinical,
social, organizational and logistical
support to successfully utilize, evaluate
and modify the
Practitioner Education and Decision
Support (PEDS) Process
Anthony Salerno,
Ph.D.,
Sr. Consultant
McSilver Institute,
NYU
Lydia Franco,
LMSW
Clinical Consultant/
Trainer
Clinic Technical
Assistance Center
Kara Dean-Assael,
LMSW
Clinical Consultant/
Trainer
Clinic Technical
Assistance Center
Andrew Cleek,
Psy.D.,
Exec. Officer
McSilver
Institute, NYU
Anil Chacko,
Ph.D.
Assistant
Professor
Queens
College, CUNY
Ashley Fuss,
LMSW
Research
Coordinator/Data
Manager
Clinic Technical
Assistance Center
Micaela
Mercado, Ph.D.,
Data Analytics
Officer
McSilver
Institute, NYU
Thomas Jewell,
Ph.D.,
Sr. Consultant
Coordinated
Care Services,
Inc.
Julie Gutowski,
MA, CASAC,
LMHC
Managing
Director
Spectrum
Human Services
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Supervision focused on clinical treatment and decision
support is often challenging
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Multiple demands
Time pressures
Multiple staff to supervise
Ambiguity of clinical treatment and outcomes - exclusive
reliance on practitioner experience and recall
This system has been designed to support and
promote practical, efficient, and effective supervision
Your participation is integral in the PEDS process
Webinar focused on Educational Supervision:
◦ The key role of supervisors in promoting successful
implementation of the PEDS initiative
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Follow-up small group discussion calls
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Your Resource Team will support members to measure key
performance indicators that help answer the question……
In what way has the PEDS approach:
….added value to your services?
….enhanced your professional satisfaction?
…. increased your sense of accomplishment?
…. helped to address the needs of particularly
challenging children and caregivers?
…. addressed your felt need for support in
making treatment decisions?
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The resource team offers members the opportunity to
have their performance indicators data analyzed and
organized
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Formal and informal survey of practitioners and
supervisors that focus on the pros and cons of the
Practice Wise system
Number of practitioners who employ the system in a
clinically meaningful manner
Number of supervisors who employ the system as part
of the supervisory process
Identification of components of Practice Wise that are
sustainable and valued by supervisors and practitioners
Usefulness and satisfaction with the clinical practice
trainings, webinars, and calls
Clinical outcomes: Submission of 1 dashboard per
clinical topic area (anxiety, depression, conduct
difficulties, and trauma)
1. Client Level Data
 Submission of dashboard
2. Practitioner Level Data
 Online surveys throughout LC
 Focus groups at end of LC
3. Supervisor Level Data
 Online surveys throughout LC
 Focus groups at end of LC
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Client
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Practitioner
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Demographics (age, gender, race, diagnosis)
Attendance
Scores on assessments
Practice elements
Progress notes
Experience with training of MAP
LC experience
MAP implementation
Experience using MAP
Supervisor
◦ Experience with training of MAP
◦ LC experience
◦ Experience using MAP in supervision
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New York City/Downstate ◦ Located at the McSilver Institute for Poverty, Policy,
and Research, 41 East 11th Street, NY, NY, 7th Floor
◦ Choose a date that works best for you: May 20,
May 22, or June 5, from 9:30am-4pm. Registration
will be limited each day and we recommend that
staff from the same clinic attend together.
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Upstate ◦ June 5 - Located at Hutchings Psych Center,
Syracuse, NY, from 9:30am-4pm
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More detailed future meeting schedule will
be distributed at the above trainings
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Full day from 9:30-4pm
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Focus on navigating Practice Wise System
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Please bring in an actual case to use in
learning the system. Optimal cases include:
◦ A child with a primary diagnosis of depression
◦ Relatively new case
◦ A case that you will likely have for at least 3 months
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Please bring your own laptop
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Lunch will be provided
What are your initial impressions of the PEDS
process? It will be…
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Very useful
Somewhat useful
Not useful at all
Not sure yet
What do you think will be the most challenging
aspect about this project?
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Learning to use the Practice Wise tools
Time pressures/multiple demands
Complexity of cases we see
Getting enough support
Other challenge
Not sure yet
The proposed structure, process, and content of the
Learning Community is a starting point!
The experience, needs and wants of Learning
Community members helps to shape how the Learning
Community evolves over time!
Materials owned by ICL, Licensed by
CTAC
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Andrew Cleek
andrew.cleek@nyu.edu
Anthony Salerno
anthony.salerno@nyu.edu
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Anil Chacko
anil.chacko@mssm.edu
Lydia Franco
lydia.franco@mountsinai.org
Micaela Mercado
micaela.mercado@nyu.edu
Ashley Fuss
Ashley.fuss@nyu.edu
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Kara M. Dean-Assael
kara.dean@nyu.edu
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Tom Jewell
tjewell@ccsi.org
Julie Gutowski
gutowskij@shswny.org
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Materials owned by ICL, Licensed by
CTAC