Multi-level Determinants of Implementation and Sustainment in the Education Sector
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 130
- 试验地点
- 4
- 主要终点
- Change in Program Adherence
研究概览
简要总结
The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.
详细描述
The goal of this study is to help understand how to successfully implement and sustain evidence based programs (EBP) in the education sector. The study will look at how questions such as what teacher, program, and school characteristics impact sustainment of the EBP BEST in CLASS, what modifications to BEST in CLASS represent a sustained program, and how do teacher, program, and school characteristics influence sustainment of BEST in CLASS.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
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
- •Teacher participants
- •teach in general education Kindergarten, 1st, 2nd, or 3rd grade
- •consent to participate
- •proficient in English
- •participated as a BEST in CLASS teacher who received coaching in the prior year
- •Children participants
- •enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom
- •proficient in English
- •at elevated risk for EBD
- •demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating
- •parental/guardian consent to participate
- •Assent to participate if the child is 7 years or older
排除标准
- •Teacher participants
- •do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades
- •were not part of the BEST in CLASS Elementary intervention condition
- •do not consent to participate
- •do not speak fluent English
- •do not have at least one student that meets the inclusion criteria
- •Children participants
- •caregivers do not provide permission for participation
- •caregiver(s) do not speak proficient English or Spanish (caregiver consent provided in both languages)
- •are not proficient in English
- •do not screen in as demonstrating risk for EBD
- •participated as a focal child in the classroom of a participating treatment teacher in the previous efficacy trial
研究组 & 干预措施
Teacher Implementation
Teachers will implement the BEST in CLASS treatment in their classrooms. Teachers were trained and coached in delivering the intervention during their participation in the prior efficacy trial. In the school year of the present study, the teacher implements the intervention without further support from a coach.
干预措施: BEST in CLASS (Behavioral)
Focal Student
One to three students within a participating teacher's classroom are nominated by the teacher and screened for elevated risk of emotional behavior challenges. The teacher delivers the BEST in CLASS intervention to the focal child(ren) in their classroom.
干预措施: BEST in CLASS (Behavioral)
结局指标
主要结局
Change in Program Adherence
时间窗: baseline to 9 months
Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Adherence scale. The TIES-A is an 18 item scale of BEST in CLASS practices. Teachers are rated on the presence (use) of each practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 18 to 126. Higher scores are associated with greater adherence.
Change in Program Competence
时间窗: baseline to 9 months
Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Competence scale. The TIES-C is an 18 item scale of BEST in CLASS practices. For all practices observed (greated than 1 on the Adherence scale) teachers are rated on the competency of their use of the practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 0 to 126. Higher scores are associated with greater competence.
Change in student disruptive behavior problems
时间窗: Baseline to 9 months
Student disruptive behaviors will be measured by the Social Skills Improvement System (SSIS) total problems scale. Higher scores represent more problem behaviors.
Change in student prosocial behavior
时间窗: Baseline to 9 months
Student prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Higher scores represent more prosocial behavior.
Best in Class (BiC) Adherence: Sustainment Average (SU1-SU4) vs. Implementation Post-Baseline Average (IM2-IM4) (Teacher Level Sample)
时间窗: 3 implementation post baseline timepoints: 5 weeks, 10 weeks, 14 weeks AND 4 sustainment timepoints: sustainment baseline, 5 weeks, 10 weeks, 14 weeks
The difference in the degree to which the 52 teacher sample adheres to the BiC treatment during the post-baseline implementation phase from the prior efficacy trial, in comparison to the same sample's adherence during the present sustainment trial. Adherence is measured during observations as measure by independent observers on the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Adherence scale. TIES-A is a scale of BEST in CLASS practices. Teachers are rated on the presence (use) of each practice on a scale from 1 (not at all) to 7 (extensively). Higher scores are associated with greater adherence.
Best in Class (BiC) Competence: Sustainment Average (SU1-SU4) vs. Implementation Post-Baseline Average (IM2-IM4) (Teacher Level Sample)
时间窗: 3 implementation post baseline timepoints : 5 weeks, 10 weeks, 14 weeks AND 4 sustainment timepoints: baseline, 5 weeks, 10 weeks, 14 weeks
The difference in the competence with which the teacher sample delivers the BiC treatment during the post-baseline implementation phase from the prior efficacy trial, in comparison to the same sample's competence during the present sustainment trial. Competence is measured during observations as measure by independent observers on the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Competence scale. TIES-C is a scale of BEST in CLASS practices. Teachers are rated on the competence (quality) of each practice on a scale from 1 (not at all) to 7 (extensively). Higher scores are associated with greater competence.
Social Skills Improvement System (SSIS) to Measure Change in Student Disruptive Behavior Problems (Student Level Sample)
时间窗: Baseline of sustainment intervention baseline and week 14 of sustainment intervention
Problem Behaviors (Standard Score) The mean difference between the teacher-reported problem behavior standard score exhibited by the focal student sample (78 enrolled, 72 completed) from Fall (SU1) to Spring (SU4) of the sustainment year. Student (72 sample size) problem behaviors will be measured by the Social Skills Improvement System (SSIS) problem behavior scale. Higher scores represent more problem behaviors. SU1 v. SU4 (sustainment baseline v. sustainment 14 weeks). The core composite scores for Social Skills and Problem Behaviors have a mean of 100. Frequency Ratings: Items are rated on a 4-point scale: 0 = Never, 1 = Seldom, 2 = Often, 3 = Almost Always, 4=Always.
Social Skills Improvement System (SSIS) Social Skills Scale to Measure Change in Student Prosocial Behavior (Student Level Sample)
时间窗: Baseline of sustainment intervention and week 14 week of sustainment intervention
The mean difference in teacher-reported social skills exhibited by the focal student sample (78 enrolled, 72 completed) from Fall (SU1) to Spring (SU4) of the sustainment year. Student (72 sample size) prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Social Skills (Standard Score). Higher scores represent higher level of social skills. SU1 v. SU4 (sustainment baseline v. sustainment 14 weeks). The core composite scores for Social Skills and Problem Behaviors have a mean of 100. Frequency Ratings: Items are rated on a 4-point scale: 0 = Never, 1 = Seldom, 2 = Often, 3 = Almost Always, 4=Always
次要结局
未报告次要终点