This session provides a general overview of the training by reviewing the goals, training materials, guidelines and resources that will be used during the training. Faculty and staff will be introduced, and teams will develop ISTA team identity statements as a way to orient themselves and focus on the training content.

Learning Objectives

By the end of the session, participants will be able to:

• Describe the agenda.
• State training guidelines.
• State their ISTA team identity statements.

This session will show how addiction science can improve the effectiveness of treatment court behavioral response strategies and why and how treatment services are adjusted in response to participant behavior. It will show how a court deals with addiction and provide the opportunity to practice defining key terms in nonstigmatizing, plain language.

Learning Objectives

By the end of the session, participants will be able to:

• Define addiction and substance use disorder (SUD).
• Define recovery/remission and recovery capital.
• Recognize the differences between treatment interventions and modalities.
• Describe how to adjust treatment plans to coincide with participant progress.
• Define SUD recurrence, continued use, and lapse/slip.
• Recognize how reassessment and proper categorization of participant use (i.e., recurrence or continued use) helps craft the appropriate treatment response.
• Recognize that there is a scientific foundation for changing behavior informed by participants' clinical (recovery) status and progress.
• Identify appropriate participant milestones for recognizing progress and engagement

This session explores the science and realities of using jail as a sanction, to fulfill treatment goals, or for overdose prevention. A consensus-building discussion will be held in small groups, allowing team members to address their values, attitudes, and beliefs about such statements as: "Jail is an effective treatment adjustment of last resort" and "Jail is more likely to protect someone from overdose if no treatment beds are available."

Learning Objectives

By the end of the session, participants will be able to:

• Discuss why jail is neither treatment nor a therapeutic adjustment.
• Recognize that stays of six or more days in jail increase recidivism.
• List lessons participants learn in jail.
• State that jail is harmful for substance use disorder (SUD), mental health disorder, and participants on needed medications.
• State that SUD is a disease of the brain.
• Identify reasons why we use jail as a sanction.
• State that jail cannot be used as housing to prevent overdose (preventive detention).

This session covers the science behind the disease of addiction and the substance use disorder model treatment courts use. Teams will explore the scientific foundation of behavior change theory and the concept of research-to-practice translation in treatment courts.

Learning Objectives

By the end of the session, participants will be able to:

• Recognize there is a scientific foundation for changing behavior.
• State at least two of the proven principles of behavior change.
• State the two ways to reward, punish, or treat or supervise (to give or take away).
• Recognize the importance of immediate and intermediate-magnitude consequences in modifying client behavior.
• Recognize the difference between court-imposed incentives/sanctions and treatment or supervision responses.
• Identify at least two common myths and assumptions associated with behavior change.
• Identify elements of procedural fairness in a court's ISTA system.
• Identify appropriate and inappropriate reasons for discharge/termination.
• Identify at least one way in which cultural competency with participant populations impacts on successful behavior change.

This session will cover the critical issue of how to address multiple behavioral problems with multiple responses to appropriately respond to participant behavior. Teams will practice using a graduated approach to ISTA, determining proximal and distal behaviors, and deciding how to select the appropriate type and magnitude of response to participant behavior.

Learning Objectives

By the end of the session, participants will be able to:

• State that consequences for participants’ behavior need to be predictable, fair, consistent, and administered in accordance with evidence-based principles of effective behavior modification.
• Explain how certainty and immediacy are dealt with in treatment court.
• Define proximal, distal, and mastered goals.
• Describe strategies for tailoring consequences to the person and their circumstances.
• Recognize how to combine rewards, sanctions, and therapeutic adjustments to address multiple behaviors of participants.
• Identify the best order in which to address simultaneous achievements and infractions by participants.
• Identify how to shape behavior by prioritizing participant goals.
• Describe purpose of six-question analysis.
• Recognize how to select the appropriate type and magnitude of response.

This session will address the strengths and challenges of working as a multidisciplinary team in staffing, including the stage of team development a team is presently in, the importance of communication skills, the impact of implicit bias in communication and decision making, and a discipline-specific discussion of their role in the decision-making framework of staffing.

Learning Objectives

By the end of the session, participants will be able to:

• State the importance of listening to each other.
• Identify the roles of the treatment court team and the importance of their different perspectives on the participant.
• State that each member of the treatment team needs to hear, be heard, and have influence.
• Identify both verbal and nonverbal communication techniques.
• Identify NIATx communication model techniques to use in staffing.
• Identify how their discipline can contribute to improving communication with the team during staffing.

This session provides an opportunity for participating teams to apply the training content learned up to this point and identify current practices they would like to start, stop, continue, and/or change to reach desired outcomes.

Learning Objectives

By the end of the session, participants will be able to:

• Identify at least one practice they will stop doing to improve their work with ISTA responses.
• Identify at least one practice they will start doing to improve their work with ISTA responses.
• Identify at least one practice they will change to improve their work with ISTA responses.
• Identify at least one practice they will continue doing to improve their work with ISTA responses.

This session will help participants reinforce content learned in day one and adjust their identity statement developed on day one based on this.

Learning Objectives

By the end of the session, participants will be able to:

• List at least three things they learned during day one.
• Identify at least one challenge their team has regarding ISTA.

This session will help team members understand how to use a best-practices framework for decision making during staffing and to understand the role of staffing in the treatment court process of behavior change management.

Learning Objectives

By the end of the session, participants will be able to:

• Describe a best-practices model framework for decision making during staffing for responses to participant behavior.
• Recognize individual team member roles in using the framework.
• State the purpose of staffing.
• Identify information appropriate to share in staffing.
• Describe how the consensus model works in this framework.
• Demonstrate how to use the best-practices framework.

This session will give participants the opportunity to apply research in practice using their ISTA framework. Each team will observe other teams and themselves conducting a short staffing role play in front of colleagues and receive both team and discipline strength-based feedback from faculty.

Learning Objectives

By the end of the session, participants will be able to:

• Demonstrate their ability to apply their prior learning on staffing in practice.
• Assess their teams' staffing capabilities based on role play.
• Identify stop, start, continue, and/or change activities.

This team breakout session will help participants process their staffing role play experience and develop an implementation plan for how to improve their ISTA framework.

Learning Objectives

By the end of the session, participants will be able to:

• Complete an implementation plan for their team.
• Prioritize tasks and identify an appropriate guideline for completion.

This session will increase understanding of how important relationship building is to effectively respond to multiple participant behaviors from a variety of disciplines and delivery opportunities, including status hearings.

Learning Objectives

By the end of the session, participants will be able to:

• Recognize the integral role that relationship plays between participant and team in the administration of court response to participant behavior.
• Identify two key components of a therapeutic alliance.
• List the characteristics of the where, who, when, and how framework of the multiple responses model.
• Identify common errors in implementation that undermine the effectiveness of sanctions and incentives.
• List at least three effective communication techniques when delivering sanctions and incentives.
• Identify how trauma can impact a participant’s ability to meet recovery goals.
• Demonstrate their ability to use the multiple responses model.

This final session will help participants to concretize and affirm planned changes and implementation plans that will help them improve their behavioral modification efforts. The session will close with a wellness practice modeling self-care for team members.

Learning Objectives

By the end of the session, participants will be able to:

• Demonstrate their ability to articulate their change plan.
• Identify at least one thing their team can and will do to improve their work on ISTA.
• Demonstrate their ability to practice a meditation technique.