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The high rate of comorbidity between language delays and externalizing behavior problems has been well established. The enduring nature and negative projections of delayed language supports the need for further examination of language facilitation and early interventions aimed at altering language development, which may also positively influence later behavioral outcomes. Specifically, the role of parenting styles in altering both language development and behavior problems has been examined. Although independently established within each field, characteristics of facilitative parenting styles remain similar between the language development and parenttraining literatures. In particular, Parent-Child Interaction Therapy (PCIT) shares many similarities with existing language intervention approaches. The current paper explores the potential influences that PCIT may have in facilitating children's language development.

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The current study explored one component of a multicomponent model for training clinicians in an evidence-based treatment (EBT). National experts recommend a combination of web-based and faceto-face training, followed by formal case consultation for mental health professionals (MHPs) to become proficient in providing EBTs such as trauma-focused cognitive-behavioral therapy (TF-CBT). However, barriers can impede completion of the entire training process. The current study examined participation in TF-CBT consultation calls following training in a statewide dissemination of TF-CBT through the Arkansas Building Effective Services for Trauma project. Call participants reported they were more comfortable and knowledgeable about TF-CBT, while nonparticipating MHPs reported they were more uncomfortable using TF-CBT without additional consultation and were more likely to have attended the training only to obtain continuing education credits. Agency-related barriers, such as productivity requirements, session tracking and preparation, and a mismatch between the TF-CBT target population and their own clients, were the most commonly reported reasons for not participating in calls. Top project-related barriers included 12 required calls, two call-based case presentations, and predetermined call schedules. Based on these fmdings, strategies for increasing TF-CBT dissemination and follow-ups to training will be discussed.