Examining Outcomes of a Multi-Component, Individually-Tailored Consultation Process Focused on Classroom Management for Teachers
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 125
- 试验地点
- 1
- 主要终点
- Teacher Percent Appropriate Response to Rule Violation (ARRV) - Whole Class (Tier 1 Teacher Outcome)
研究概览
简要总结
The goal of the study is to conduct a randomized clinical trial to evaluate the impact of the Classroom Behavior Support Program (CBS; a multi-component, individually-tailored teacher consultation program) on teachers' classroom management practices (universal and targeted) and resulting student behavioral and educational outcomes relative to a best practices comparison consultation condition.
详细描述
Participants will be 165 general education teachers (teaching Kindergarten through 6th grade) who have room for growth in classroom management skills, along with their classroom of students and one target student with inattentive and/or disruptive behavior problems. Teachers will be recruited over 3 cohorts (1 cohort per year). Teachers will be randomly assigned to one of two consultation conditions and participate for an entire academic year. Teachers in both conditions will be scheduled to receive consultation every other week between August and December and one time per month between January and March. The focus of the consultation will be teacher implementation of universal classroom management practices (Tier 1) and the targeted intervention applied with the target student (either a daily report card and organization intervention; Tier 2). Teachers will be observed weekly and data from observation will be incorporated into consultation sessions. Investigators will examine the main effects of consultation on growth in teacher practices (universal and targeted) and change in proximal and distal student outcomes (classwide and in target students), as well as the mediators and moderators of these effects.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Participant)
盲法说明
Teachers are unaware of the consultation condition to which they are assigned.
入排标准
- 年龄范围
- 5 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •TEACHER INCLUSION CRITERIA:
- •Teacher of a general education class in a participating elementary school (teacher grades K-6th grade) with at least one of the following from observation screening data.
- •Below 51% response to student rule violations;
- •A rate of praise per hour that falls below the 30th percentile for teachers of the same grade;
- •A rate of student rule violations that exceeds the 70th percentile for that grade.
- •STUDENT INCLUSION CRITERIA:
- •Student must spend at least 50% of his/her day in the teacher's classroom
- •Student must receive at three or more scores that are lower than a 3 on a positive Daily Behavior Rating (DBR) subscale or three or more scores higher than 3 on a negative DBR subscale.
- •Parents must provide consent.
排除标准
- •TEACHER: no exclusionary criteria.
- •STUDENT: Special education eligibility of cognitive disability, autism, or multiple disability.
研究组 & 干预措施
Classroom Behavior Support (CBS) Condition
Consultants follow the problem-solving process used in the comparison condition and attempt to address barriers to integrity using the knowledge, skills, beliefs, or stress components in the CBS manual. Consultants conduct a Values Interview, so teacher values can be used in the individual goal setting and decision making process. Consultants are trained to (a) incorporate the teacher's values into the problem-solving process, (b) elicit change talk from teachers using techniques borrowed from Motivational Interviewing, and (c) engage in Socratic questioning and cognitive restructuring for beliefs that may be barriers to integrity (e.g., "should" statements). Enhanced performance feedback involves highlighting connections between teacher integrity and child outcomes and using this as a catalyst for a knowledge, skills, beliefs, or stress component. Consultants use change rulers to elicit motivation to achieve the stated goals.
干预措施: Classroom Behavior Support (CBS) Condition (Behavioral)
Standard Problem Solving Comparison Condition
Consultation in the comparison condition follows a 5-step problem solving approach and provide brief performance feedback procedures that mirror (in duration, content, and process) best practice procedures (Gilbertson et al., 2007; Noell et al., 1997). The guiding principles for this condition are that the performance feedback portion of the session should be limited to 5 to 10 minutes and unless the teacher initiates discussion of other content, the problem solving should remain student-focused, rather than teacher-focused. Discussion on teacher values and beliefs, and attempts to facilitate change talk, are contra-indicated. If the teacher initiates discussion of knowledge, beliefs, or skills, the consultant may answer questions, but may not use strategies associated with Motivational Interview or Cognitive-Behavioral Therapy (CBT) or strategies in CBS condition. We have separate scripts and checklists for each condition.
干预措施: Standard Problem Solving Consultation (Behavioral)
结局指标
主要结局
Teacher Percent Appropriate Response to Rule Violation (ARRV) - Whole Class (Tier 1 Teacher Outcome)
时间窗: Growth from baseline through study completion, an average of 8 months
Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.
Teacher Percent Appropriate Response to Rule Violation (ARRV) - Target Student (Tier 2 Teacher Outcome)
时间窗: Growth from baseline through study completion, an average of 6 months
Once the target student is identified and consented (typically 2 months after the start of school), target student behaviors are observed using the Using the Student Behavior-Teacher Response (SBTR) observation system. Each target student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.
Target Student Rule Violations (Tier 2 Student Outcome)
时间窗: Change from baseline through study completion, an average of 6 months
Using the Student Behavior-Teacher Response (SBTR) observation system, target student rule violations are tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more target student rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.
Whole Class Student Rule Violations (Tier 1 Student Outcome)
时间窗: Change from baseline through study completion, an average of 8 months
Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more classwide rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.
次要结局
- Teacher Rate of Praise - Whole Class (Tier 1 Teacher Outcome)(Change from baseline through study completion, an average of 8 months)
- Teacher Rate of Opportunities to Respond (OTR) - Whole Class (Tier 1 Teacher Outcome)(Change from baseline through study completion, an average of 8 months)
- Target Student Grade Point Average (GPA) Intervention Year - (Tier 2 Student Outcome)(Growth from baseline to study completion, an average of 6 months)
- Teacher Ratings of Target Student Academic Performance - (Tier 2 Student Outcome)(Growth from baseline through study completion, an average of 6 months)
- Parent Ratings of Target Student Behavior - (Tier 2 Student Outcome)(Change from baseline to study completion, an average of 6 months)
- Teacher Ratings of Target Student ADHD Symptoms - (Tier 2 Student Outcome)(Change from baseline to study completion, an average of 6 months)
- Parent Ratings of Target Student ADHD Symptoms - (Tier 2 Student Outcome)(Change from baseline to study completion, an average of 6 months)
- Teacher Ratings of Positive and Problematic Student Behaviors - (Tier 2 Student Outcome)(Change from baseline to study completion, an average of 6 months)
- Teacher Rate of Praise - Target Student (Tier 2 Teacher Outcome)(Change from baseline through study completion, an average of 6 months)
- Target Student Grade Point Average (GPA) Long Term Follow Up - (Tier 2 Student Outcome)(Growth from baseline to one year following study completion, an average of 18 months)
- Teacher Ratings of Target Student Behavior - (Tier 2 Student Outcome)(Change from baseline through study completion, an average of 6 months)
研究者
Julie Owens
Professor of Psychology
Ohio University