Implementation Strategy Resource Package for Behavioral Classroom Interventions: Pilot Test
- Conditions
- Attention Deficit Hyperactivity Disorder Symptoms
- Interventions
- Behavioral: Positive Behavior Management Toolkit
- Registration Number
- NCT05489081
- Lead Sponsor
- Children's Hospital of Philadelphia
- Brief Summary
The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
- Detailed Description
Schools are an accessible and ecologically valid setting for children with hyperactivity, inattentive, or impulsive behaviors to receive evidence-based interventions to reduce symptoms and improve functioning. Behavioral classroom management interventions are well-established treatments for elementary-school age children with, but they can often be challenging for teachers to use. It is therefore important to develop and test implementation strategies in promoting teachers' use of behavioral classroom management interventions and in improving child outcomes. The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 57
Teachers:
- A K-5 teacher at a participating school within the School District of Philadelphia
- Teach at a participating school
- Informed consent
Children:
- Is in a K-5 class of a participating teacher
- Nominated for participation by the participating teacher
- Identified by their participating teacher as displaying impairment related to inattention, hyperactivity or impulsivity
- Informed consent and assent if appropriate
Parents/Legal Guardians:
- Parent or legal guardian of child
- Identifies as familiar enough with the child to fill out measures about the child
- Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study
Caregivers:
- Has been referred by the legal guardian as the primary caregiver that can more accurately complete the measures about the child
- Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study
Children:
- Special education classification of 'intellectual disability'
- Primary presenting concern of psychotic or autism spectrum disorders
- Presents as in acute risk of harm to self or others, such that participation in the study is clinically inappropriate because they warrant more intensive intervention
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Implementation Resource Package Group Positive Behavior Management Toolkit Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group.
- Primary Outcome Measures
Name Time Method Change in observed teacher use of behavioral classroom management interventions Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions.
Change in teacher-reported Child Functional Impairment Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8-items are rated on a 5-point scale (from Excellent to Problematic).
Change in Academic Productivity Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a scale from 1 to 5.
Change in Student-Teacher Relationship Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies).
Acceptability of Intervention Measure (AIM) Endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from Completely Disagree to Completely Agree). The total score is the average of the 4 item scores.
Feasibility of research procedures - Recruitment numbers Baseline Number of teachers and students enrolled in the study
Feasibility of Intervention Measure Endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from Completely Disagree to Completely Agree). The total score is the average of the 4 item scores.
Intervention Appropriateness Measure (IAM) Endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from Completely Disagree to Completely Agree). The total score is the average of the 4 item scores.
Change in caregiver-reported Child Functional Impairment Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 8-items are rated on a 5-point scale (from Excellent to Problematic).
Feasibility of research procedures - Response rate Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) Proportion of parent- and teacher- report surveys completed across timepoints and conditions out of the number of teachers and students enrolled and randomized
Feasibility of research procedures - Retention rate Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) Proportion of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions
- Secondary Outcome Measures
Name Time Method Change in teacher-reported ADHD Symptoms Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often).
Change in engagement and Disruptive Direct Behavior Ratings Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported ratings on the engagement and disruptive behavior domains of Direct Behavior Rating Multi-Item Scales, each of which consist of 5 items on a 6-point scale.
Change in Academic Success Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Teacher-reported Academic Success subscale score of the Academic Performance rating Scale (APRS). The Academic Success subscale includes 6 items, each rated on a scale from 1 to 5.
Change in Homework Performance Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always).
Change in caregiver-reported ADHD Symptoms Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) Caregiver-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often).
Trial Locations
- Locations (1)
Children's Hospital of Philadelphia
🇺🇸Philadelphia, Pennsylvania, United States