Impact Trial of Helping Educational Leaders Mobilize Evidence

Not Applicable

Not yet recruiting

• Conditions: Child Development; Child Behavior
• Interventions: Behavioral: PBIS; Other: HELM

• Registration Number: NCT06586723
• Lead Sponsor: University of Washington

Brief Summary

Social, emotional, and behavioral (SEB) problems occur frequently among elementary school students, dramatically impede student outcomes, and have been exacerbated by the COVID-19 pandemic. Evidence based practices exist to address student SEB needs, prevent problems, and ensure academic success. However, the implementation of these programs in schools is frequently incomplete, uneven, and occurs with insufficient fidelity to ensure positive effects for students due to significant implementation barriers across multiple levels. The purpose of this Impact Trial is to test the effectiveness of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy in school-wide implementation of a Tier 1 evidence-based practice (EBP) - Positive Behavioral Interventions and Supports (PBIS).

Detailed Description

Not available

Basic Information
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Recruitment & Eligibility
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Study & Design

Study Timeline

• Study First Submitted: 2024-08-27
• Status Verified: 2024-09
• Study First Submitted QC: 2024-09-03
• Study First Posted: 2024-09-06
• Last Update Submitted: 2024-09-16
• Last Update Posted: 2024-09-19
• Study Start: 2025-02-01
• Primary Completion: 2028-08-31
• Study Completion: 2028-08-31

Recruitment & Eligibility

• Status: NOT_YET_RECRUITING
• Sex: All
• Target Recruitment: 400

Inclusion Criteria

• School Districts: School districts in Washington State committed to implementing PBIS in its elementary schools
• Educators: Educators working in a public elementary school within an enrolled school district.

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Exclusion Criteria

• Schools with previous HELM exposure will be excluded

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: FACTORIAL

Arm && Interventions

Group	Intervention	Description
PBIS	PBIS	Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, multi-tiered, problem-solving, and team-based framework designed to build a continuum of supports to promote all students' social emotional behavioral health.
HELM	PBIS	Helping Educational Leaders Mobilize Evidence (HELM) is an implementation strategy for promoting building-level implementation leadership, implementation climate, and high-fidelity delivery of evidence-based practices
HELM	HELM	Helping Educational Leaders Mobilize Evidence (HELM) is an implementation strategy for promoting building-level implementation leadership, implementation climate, and high-fidelity delivery of evidence-based practices

Primary Outcome Measures

Name	Time	Method
PBIS Fidelity (Tiered Fidelity Inventory)	Baseline, 9 months, 12 months	The Tiered Fidelity Inventory (TFI) is a 45-item tool used to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of PBIS. The TFI is a group-assessment completed by a schoolwide system planning team with external facilitation with strong internal consistency. The scoring criteria for each individual item ranges from 0-3 (0=Not Implemented, 1=Partially Implemented, 3=Fully Implemented); higher scores indicate better outcome.

Secondary Outcome Measures

Name	Time	Method
Implementation Leadership: School Implementation Leadership Scale (SILS)	Baseline, 9 months, 12 months	The SILS has 24 items loading onto 8 subscales: Proactive, Knowledgeable, Supportive, Perseverant, Communication, Vision, Available, and Distributed Leadership. The scoring criteria for each individual item ranges from 0-4; higher scores indicate better outcome.
Implementation Climate: School Implementation Climate Scale (SICS)	Baseline, 9 months, 12 months	The SICS includes 21 items loading onto 7 subscales: Focus on EBP, Educational Support for EBP, Recognition for EBP, Rewards for EBP, Use of Data to Support EBP, Existing Supports for EBP, and EBP Integration. The scoring criteria for each individual item ranges from 0-4; higher scores indicate better outcome.
Implementation Cost	Baseline, 9 months, 12 months	This survey asks educators how much time they spent on study-related procedures each week. Inputs will include time, supplies, travel, overhead, and costs associated with HELM training/coaching meetings, including pre-work, scheduling, and attending meetings; as well as costs associated with PBIS training and delivery.
Academic Engagement, Prosocial Behavior, and Problem Behavior: Modified Direct Behavior Rating (DBR)	Baseline, 9 months, 12 months	The DBR will be used in which teachers observe and rate their classroom's overall academic engagement (i.e., actively or passively participating in the classroom activity, 0-100%), disruptive behavior (i.e., interrupting activities, 0-100%), and prosocial behavior (i.e., following directions, 0-100%; Chafouleas et al., 2012).
Student Academic Outcomes	Baseline, 9 months, 12 months	Standardized academic test scores will be derived from administrative records.
Student Disciplinary Incidents	Baseline, 9 months, 12 months	Number of office discipline referrals, suspensions, and expulsions will be derived from administrative records.
Student Attendance Rates	Baseline, 9 months, 12 months	Student attendance rates will be derived from administrative records.
HELM Fidelity	Baseline, 9 months, 12 months	As a manipulation check to document HELM intervention delivery, we will assess HELM fidelity using the HELM fidelity checklist (based on observations of recorded HELM trainings). HELM coaches will complete a standardized measure of dates specific steps were completed. Schools that achieve 80% or higher of the maximum possible score on all HELM fidelity criteria will be considered having received a full dose of HELM training and coaching.