Teachers and Parents as Partners During Middle School RCT
- Conditions
- Behavior Disorders
- Interventions
- Behavioral: Teachers and Parents as Partners
- Registration Number
- NCT03614026
- Lead Sponsor
- University of Wisconsin, Madison
- Brief Summary
There are two aims of this study (a) to examine the effect of Teachers and Parents as Partners on student, parent, and teacher outcomes in middle school and (b) identify barriers and facilitators to implementing Teachers and Parents as Partners in middle school for students with behavior concerns.
- Detailed Description
In the business-as-usual control condition, participants will have access to any services that a school would routinely provide (e.g., develop and implement a behavior support plan) as well as services families can access in the community (e.g., mental health support).
Teachers and Parents as Partners will occur in a series of stages comprised of approximately four structured meetings over approximately 8 weeks. A Teachers and Parents as Partners consultant will meet together with a student's parent(s), teachers, other school personnel (as appropriate), and the student (as appropriate). The Teachers and Parents as Partners team will collaboratively address behavior problem solving objectives. Specific TAPP objectives include: identifying strengths and specific behaviors of concern, specifying alternative prosocial behaviors, creating measurable behavior goals, co-constructing behavior intervention/support plans to address the target concerns, creating sustainable conditions to support plan implementation at home and school, and evaluating the plan to assess progress toward goals.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 96
- Students will be eligible if they have scores in the "elevated" or "extremely elevated" risk categories on the parent or teacher version of the Behavior Assessment Scale for Children (BASC) 3 Behavioral and Emotional Screening System (BESS). Parents, and primary teachers and school staff associated with an eligible student will be included.
- Students who do not meet the inclusion criteria will be excluded from participation, which includes their parent(s), teachers, and other school personnel. Students also may not be eligible if they have mental health concerns or severe behavior problems that may not be appropriate for Teachers and Parents as Partners or a research project (e.g., some internalizing problems, students who pose an risk of harming themselves).
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Teachers and Parents as Partners Intervention Teachers and Parents as Partners Teachers and Parents as Partners will occur in a series of stages comprised of approximately four structured meetings over approximately 8 weeks. A Teachers and Parents as Partners consultant will meet together with a student's parent(s), teachers, other school personnel (as appropriate), and the student (as appropriate). The Teachers and Parents as Partners team will collaboratively address behavior problem solving objectives. Specific objectives include: identifying strengths and specific behaviors of concern, specifying alternative prosocial behaviors, creating measurable behavior goals, co-constructing behavior intervention/support plans to address the target concerns, creating sustainable conditions to support plan implementation at home and school, and evaluating the plan to assess progress toward goals.
- Primary Outcome Measures
Name Time Method Behavior Assessment Scale for Children (assessing change) pretest and about 12 weeks later at posttest Report of child behavior
Social Skills Improvement System (assessing change) pretest and about 12 weeks later at posttest Report of child social skills
Direct behavior rating (assessing change) Time series during the approx 12 week intervention Ratings of child behavior
Goal attainment scaling (through study completion) At the conclusion of the intervention Ratings of goals met
- Secondary Outcome Measures
Name Time Method Academic Competence Evaluation (assessing change) pretest and about 12 weeks later at posttest Reports of child academic competence
Parent monitoring scale (assessing change) pretest and about 12 weeks later at posttest Ratings of parent monitoring child activities
Work completion (assessing change) Time series during the approx 12 week intervention Ratings of student work completion
Parent-teacher relationship scale (assessing change) pretest and about 12 weeks later at posttest Ratings of the parent-teacher relationship
Competence in problem solving (assessing change) pretest and about 12 weeks later at posttest Parent and teacher ratings of their competence in problem solving
Behavior intervention rating scale-revised (through study completion) At the conclusion of the intervention Ratings of intervention acceptability
Trial Locations
- Locations (1)
University of Wisconsin-Madison
🇺🇸Madison, Wisconsin, United States