(PS5-91) Community Engagement in Early Childhood Behavioral Health: A Mixed-methods Study of an Integrated, School-based Behavioral Health Program for Preschoolers

Eastern Michigan University (Ypsilanti, Michigan) is currently piloting a community-based, integrated school-based behavioral health program. This program aims to engage the community as equal stakeholders to design and implement behavioral health services that meet the needs of the community. As part of this program, EMU clinical psychology graduate students provide individualized behavioral health services on-site at “satellite” clinics located in local preschools primarily serving low-income families of children ages two to six. Participation includes weekly therapy sessions where evidence-based attachment-focused therapies such as Parent-Child Interaction Therapy and Parent Emotion Coaching in conjunction with CBT models are utilized. In a mixed-method design, we aimed to evaluate the acceptability and efficacy of providing these integrated services. Qualitative interviews, analyzed through thematic coding, explored perceptions, service needs, and barriers to accessing services. Thematic analysis revealed that ECSC users reported 'Positive experiences' and 'Direct benefits,' while non-users cited 'Confusion about services' and 'Barriers to access.' Seventeen total subthemes were also extracted. Furthermore, we analyzed the efficacy of delivered services on improving disruptive behaviors in 21 children. The total number of sessions attended by participants ranged from 2 to 32. Disruptive behavior was measured through parent reports on the Eyberg Child Behavior Inventory (ECBI; Eyberg & Pincus, 1999). Change scores were calculated by averaging the ECBI scores from the first three time points and the last three time points, when available. Children who participated in this intervention model showed decreases in disruptive behavior (t(20) = 2.90, p = .009), as well as decreases in how problematic the child’s behavior was perceived by the parent (t(20) = 2.04, p = .055). More sessions were associated with a greater decrease in child disruptive behavior symptoms (r = .53, p = .013) and perceived problems (r = .42, p = .058). Adapting services to caregivers and teachers, acknowledging unique benefits and barriers, is crucial. These findings underscore the importance of tailoring integrated behavioral health care to diverse needs in early childhood settings, particularly for low-income families.