Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Framework in Rural Settings Through the Idaho Rural Implementation Model
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 40
- 试验地点
- 2
- 主要终点
- Change in student academic outcomes
研究概览
简要总结
This project will examine the scale-up of Schoolwide Positive Behavior Intervention Supports (SWPBIS), specifically focusing on rural schools in Idaho. The Idaho Rural Implementation Model (I-RIM) is an approach designed to improve SWPBIS implementation in rural schools, via strategies such as capacity-building, regional coordination, online learning modules, and technical assistance. The study uses a cluster randomized design to allocate 40 schools to one of two conditions: control and intervention. Schools in the control condition will receive basic SWPBIS training. Schools in the intervention condition will receive the basic SWPBIS training plus additional I-RIM supports. To assess SWPBIS implementation and outcomes, process and outcome measures will be collected. Outcomes will include school implementation observations, and teacher and staff implementation measures. Student-level outcomes will include behavior, perceived climate, and academic achievement as measured by the standardized state test. Student-level data include those that are part of standard data collection by schools (such as academic outcomes) and will be de-identified by school officials before sending to the researchers for analysis.
详细描述
The long-term goal of this project is to support rural schools in implementing practices that can improve student safety and social-emotional outcomes, through the use of Schoolwide Positive Behavior Intervention Supports (SWPBIS). Rural schools experience challenges in implementing systems-changes, and the Idaho Rural Implementation Model (I-RIM) is an approach specifically designed to improve SWPBIS implementation in rural schools through strategies such as capacity-building, regional coordination, online learning modules, and technical assistance. These approaches are all designed to meet the unique challenges and strengths of schools in rural settings.
The study uses a cluster randomized design to allocate 40 schools to one of two conditions: control or intervention. Schools in the control condition will receive basic SWPBIS training. Schools in the intervention condition will receive the basic SWPBIS training plus additional I-RIM supports. This trial is designed to address several aims:
Aim 1: To test the impact of the I-RIM intervention on student-level outcomes, including behavioral outcomes, academic test scores, and perceived safety/climate.
Aim 2. To examine whether changes in student outcomes are mediated by school-level improvements in the speed and fidelity with which SWPBIS is implemented.
Aim 3. To identify school-level factors that are associated with SWPBIS implementation (moderators of intervention effectiveness).
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
盲法说明
All data collectors will be masked.
入排标准
- 年龄范围
- 5 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •School is a public school in a rural location in the state of Idaho, serving students in any combination of grades Kindergarten through grade
- •Staff work at a school participating in this trial.
- •Student attends a school participating in this trial.
排除标准
- 未提供
结局指标
主要结局
Change in student academic outcomes
时间窗: Change from baseline to following school year (Year 2); change from Year 2 to Year 3
Percentage of students scoring "Advanced" or "Proficient" on state standardized test (Idaho Standards Achievement Test) in English Language Arts and Mathematics
Change in student perceptions of school climate
时间窗: Change from baseline to 3-year followup.
Changes in overall scores on school climate surveys. The overall scale score is created by averaging all items, resulting in scores from 1 to 4 with higher overall scores indicating better climate.
Change in fidelity of school implementation of positive behavioral interventions and supports (PBIS)
时间窗: Change in school-level implementation score from baseline to 3-year followup
Change in fidelity of implementation from baseline (spring 2019) to followup (spring 2022) using the Schoolwide Evaluation Tool (SET; Horner et al 2004) to gather observational data about degree of fidelity of implementation on 0-100% scale where 100% is best possible outcome.
Change over time in student disciplinary outcomes
时间窗: Change from baseline to following school year (Year 2); change from Year 2 to Year 3
Percentage of students receiving Office Disciplinary Referrals each school year
次要结局
未报告次要终点
研究者
Lindsey Turner
Research Professor
Boise State University