Teacher Help: Novel Technologies for Meeting the Immediate Needs of Youth With Mental Health Disorders in Canada
试验速览
- 阶段
- 不适用
- 状态
- 终止
- 入组人数
- 34
- 试验地点
- 2
- 主要终点
- Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001)
研究概览
简要总结
Currently, Canadian school systems are struggling to meet the needs of children with mental health disorders. It is particularly challenging to meet the needs of students with neurodevelopmental disorders (NDDs) within the regular classroom setting. Past research indicates that supportive and knowledgeable teachers who implement evidence-based interventions in the classroom are effective in increasing the success of students with mental health disorders, including students with NDDs. Factors such as understanding the disorder, use of evidenced-based teaching approaches, and access to professional developmental opportunities can improve teacher's knowledge and classroom practice. The Teacher Help research team along with industry partner, Velsoft, and key knowledge user, Nova Scotia Department of Education and Early Childhood Development, will address this need by developing, evaluating, and commercializing a sustainable eHealth resource for teachers. Teacher Help is an eHealth professional development program that assists teachers who work in the regular classroom setting in providing evidence-based interventions to students in grades 1 to 12 with mental health disorders. The program was developed based on programs previously tested by the investigators as well as on the extant literature on this topic. Teacher Help provides access to information through 6 sessions using text, video, and activities. Currently three modules (Attention-Deficit/Hyperactivity Disorder [ADHD], Autism Spectrum Disorder [ASD], and Learning Disabilities [LD]) are at different stages in the innovation pipeline.Our goal is to conduct a pre-post intervention study in which participants (collaborating school psychologists, teachers, students, and caregivers) access the Teacher Help program. The effects of the Teacher Help intervention will be assessed once participants have completed the intervention. Assessments will include students' general psychopathology symptoms, impairment, and quality of life as reported by teachers, parents/caregivers, and students (when developmentally appropriate). Additionally, we will explore changes in treatment utilization, participants' satisfaction with the program, as well as changes in teachers' beliefs toward students with NDDs and use of evidence-based strategies. To the Teacher Help team's knowledge, Teacher Help is the first and only research-validated eHealth program directly targeting teachers to help them intervene with children and youth who have mental health disorders, thus allowing Canada to take a lead in eHealth as applied to a school context.
详细描述
The current research study will evaluate the effectiveness of an eHealth professional development program, Teacher Help, that assists teachers in understanding mental health disorders and providing evidence-based interventions to students in grades 1 to 12 with mental health disorders. If effective, we will work with our partners to commercialize this program for a reasonable rate, so that all school boards in Canada can have access to this intervention.
The primary objective is to assess the impact (baseline vs. 2
-month follow-up) of the intervention on students' symptoms of general psychopathology as reported by teachers.
The secondary objectives are to: a) assess the difference in impact (baseline vs. 2-month follow-up) on students' general psychopathology as reported by teachers across the three diagnostic groups (i.e., ADHD, LD, and ASD), b) evaluate the impact (baseline vs. 2-month follow-up) of the intervention on teacher ratings of student impairment, c) evaluate the impact (baseline vs. 2-month follow-up) of the intervention on teacher ratings of the students' quality of life, d) assess participants' satisfaction with the Teacher Help program, and e) determine if the effects are noticeable by parents/caregivers (here after referred to as parents).
Exploratory research objectives include whether the following variables following the intervention: a) teachers' belief systems toward students with ADHD, ASD, and LD, b) teachers' use of evidence-based interventions, and c) students' perceptions of their level of general psychopathology, impairment, and quality of life. We will also determine whether: d) demographic characteristics (e.g., student's grade, teachers age and experiences) are related to outcome, e) process-level changes are evident across the intervention sessions, f) teachers' use of Teacher Help influences treatment utilization outside of the Teacher Help program, and g) satisfaction is related to willingness to pay for the program.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 6 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- 未提供
排除标准
- 未提供
结局指标
主要结局
Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001)
时间窗: Baseline, Follow Up
The SDQ will be used to measure student behavior using a Likert Scale with three possible choices ranging from "Not True" to "Somewhat True" to "Certainly True". "Somewhat True" is always scored as 1, but the scoring for "Not True" and "Certainly True" varies with the item (either scored as 0 or 2), so reverse scoring will be conducted. The SDQ is a validated, 25-item modular tool designed to measure student behavior. The SDQ assesses student behavior across 5 domains: emotion symptoms, conduct problems, inattention/hyperactivity, social problems and prosocial behaviour. The total difficulties score is generated by summing scores of all scales except the prosocial scale, resulting in a range of 0-40. The scores are transformed to a 0-10 scale, with higher scores reflecting more negative interference in the child's life. Higher prosocial scale scores indicate more prosocial behavior.
次要结局
- Teacher Demographic Questionnaire (author made)(Baseline)
- Parent Demographic Questionnaire (author-made)(Baseline)
- Collaborating School Psychologist Demographic Questionnaire (CPDQ)(Baseline)
- Rating Scale of Impairment (RSI) (Goldstein & Naglieri, 2016)(Baseline, Follow Up)
- Teacher Satisfaction Questionnaire (TSQ)(Follow Up)
- KIDSCREEN Questionnaire (KIDSQ)(Baseline, Follow Up)
- Collaborating School Psychologist Satisfaction Questionnaire (CPSQ)(Follow Up)
- Youth Satisfaction Measure (author-made)(Follow Up)
- Parent Satisfaction Questionnaire (PSQ)(Follow Up)
- Collaborating Psychologist Support Log (author-made)(Baseline, Follow Up)
- Teacher Beliefs Questionnaires (TBQ)(Baseline, Follow Up)
- Willingness to Pay Questionnaire (WPQ)(Follow Up)
- Treatment Utilization Questionnaire for Parents (TUQ - P)(Baseline, Follow Up)
- Treatment Utilization Questionnaire for Teachers (TUQ - T)(Baseline, Follow Up)
- Impairment Rating Scale (IRS)(At the beginning of each Teacher Help section)
- Instructional and Behaviour Management Approaches Survey (IBMAS)(Baseline, Follow Up)