This project will develop an adaptive intervention to improve ​social connectedness​, academic engagement, and other skills among school-aged children with autism spectrum disorder​. Treatment for each participant includes some combination of a playground-based intervention, a classroom-based intervention, a peer-mediated intervention, and a parent-assisted intervention.​ This pilot project will address feasibility and acceptability concerns and will provide preliminary data for a full-scale SMART.

Researchers in this study are developing an adaptive treatment to address suicidality in college students seeking services at college counseling centers. They are developing the first empirically validated approach to sequence treatments for students seeking services.

This SMART is cluster-randomized. Randomization occurs at the clinic level. The aim of the study is to develop an adaptive quality improvement strategy designed to enhance the implementation of an evidence-based mental health intervention. Outcomes are measured at the patient level.

This project aims to develop an adaptive intervention for families where the mother has ADHD and the child is at genetic and environmental risk for ADHD. Researchers are using SMART to determine how to use behavioral training or medication for mothers separately, in sequence, or in combination, to improve the quality of parenting and prevent the progression of ADHD in children.

Between 50% and 70% of people living with HIV are nicotine dependent. This SMART examines how and when to apply contingency management and standard treatment to promote smoking cessation in this population.

Contingency management (CM) is a treatment used in Cocaine Misuse where patients are rewarded for following treatment guidelines. In this study, researchers are comparing CM to treatment without incentives using a SMART design. They are also testing the timing and the length of the CM.

This study compares two types of interventions for youth (ages 10-15) with conduct disorders. Participants received either a teen-focused or parent-focused intervention. The appropriate intensity of the interventions was also studied.

This study will compare two types of intensive, daily instruction for children with autism spectrum disorder (ASD) who use only minimal verbal communication. Earlier research has shown that even after early language-skills training, about one-third of school-aged children with ASD remain minimally verbal. Researchers plan to enroll 200 children in four cities: Los Angeles, Nashville, New York City, and Rochester, N.Y.

In order to develop communication skills among school-aged children who are nonverbal, this project employs a SMART design to test a novel intervention. The intervention includes components that focus on spoken language and the use of a speech-generating device (e.g., iPad). The SMART design provides the data needed to define response and nonresponse to the intervention and identify the best treatment sequence.

This pilot project uses a SMART design to develop an adaptive intervention for children with depression. Dr. Eckshtain aims to develop decision rules regarding the use of cognitive behavioral treatment, caregiver–child treatment, or both. The goal is to develop an adaptive treatment protocol for depressed children.