# Integrating implementation science and cultural adaptation to understand intervention modifications within school-based mental health

> **NIH NIH F32** · UNIVERSITY OF WASHINGTON · 2020 · $69,810

## Abstract

Project Summary/Abstract
The goal of this Ruth L. Kirschstein National Research Service Award is to support the applicant in developing
the specialized skills necessary to build an independent program of research with the goal of improving the
implementation of contextually relevant and culturally responsive evidence-based treatments (EBTs) in
schools, and thereby promoting equitable mental health services for historically underserved youth. This F32
application proposes research to address NIMH strategic priority 4.1: Improve the efficiency and effectiveness
of existing mental health services through research, specifically by contributing to the budding knowledgebase
on the modifications made to EBTs in practice, and thereby optimizing the effective implementation of EBTs in
real-world contexts. The research component of this F32 responds to a call to action by leaders of the NIH
Implementation Science Team, who have advocated for the compilation of a comprehensive body of
knowledge identifying the modifications that are made to EBTs in practice and explaining their impacts on
relevant outcomes. The proposed research will be conducted in two stages: Study 1 will develop a novel
coding scheme that integrates theoretical models from implementation science and cultural adaptation, using
modified Delphi procedures with an expert panel comprised of implementation science researchers and
cultural adaptation researchers (Research Aim 1). Using this coding scheme, Study 2 will examine the
modifications made to an EBT being implemented within schools, through the use of mixed quantitative and
qualitative methods. Specifically, data will be collected from school-based mental health providers via
quantitative measures and semi-structured interviews, and the coding scheme developed in Study 1 will be
used to identify which modifications are being made to an EBT as it is implemented in schools, and why they
are being made (Research Aim 2). Finally, a set of hypotheses will be tested in order to estimate the construct
validity of the coding scheme developed in Study 1 by examining expected associations between types of EBT
modifications and clinician- and school-level variables (Research Aim 3). In combination, these two studies will
provide a strong foundation for a Career Development Award focused on the impact of EBT modifications on
child/adolescent mental health outcomes. In addition, by designing and engaging in a three-year progression of
targeted training activities, the applicant will develop expertise in school-based mental health research, while
gaining critical knowledge and skills in implementation science, cultural adaptation, and mixed methods
research. Specific training goals to be achieved are to: 1) Build expertise in contextually relevant intervention
research, with a particular emphasis on school-based mental health research; 2) Expand conceptual
knowledge of the modifications made to EBTs in practice settings by integrating two pertinent,...

## Key facts

- **NIH application ID:** 10001639
- **Project number:** 5F32MH116623-03
- **Recipient organization:** UNIVERSITY OF WASHINGTON
- **Principal Investigator:** Stephanie K Brewer
- **Activity code:** F32 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $69,810
- **Award type:** 5
- **Project period:** 2018-09-01 → 2021-08-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10001639

## Citation

> US National Institutes of Health, RePORTER application 10001639, Integrating implementation science and cultural adaptation to understand intervention modifications within school-based mental health (5F32MH116623-03). Retrieved via AI Analytics 2026-06-24 from https://api.ai-analytics.org/grant/nih/10001639. Licensed CC0.

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