R-CITY: A Collaborative Intervention With Teachers and Youth
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 145
- 试验地点
- 1
- 主要终点
- ASSIST Classroom Observations
研究概览
简要总结
"R-CITY" refers to the Collaborative Intervention with Teachers and Youth to practice and apply the 4 "Rs" of social skills in the classroom - Recognizing, Responding, Relationships, and Resilience. R-CITY is a collaborative teacher- and youth-focused prevention intervention that offers student lessons to accompany the Second Step curriculum. The lessons are designed to create safe and positive learning environments for all.
The R-CITY Project uses a school-level randomized controlled trial (RCT) design to test the integration of the Second Step program that the school district had been scaling up district wide with the R-CITY lessons. The purpose of the RCT is to determine the "value-added" of the Second Step program plus the new skill content compared to the Second Step alone in elementary and middle schools. Students in both conditions get access to the Second Step content, as an active control condition.
详细描述
The study aims to test the R-CITY intervention in 27 elementary and middle schools. Specific aims are as follows: Aim 1 is to test the effects of the integrated R-CITY intervention on attitudes. Aim 2 is to test the effects of the integrated R-CITY intervention on classroom practices and teaching self-efficacy. Aim 3 is to test the effects of the integrated R-CITY intervention on student behaviors. Outcomes are assessed at pre-test in the fall and post-test in the spring, over the course of the school year.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •- General education teachers of core subjects (Mathematics, Science, Social Studies, English/Language Arts).
排除标准
- 未提供
研究组 & 干预措施
Second Step Only
Second Step Only Condition supports include:
- School wide support for implementation of Second Step curriculum (e.g., technical assistance professional development, facilitated professional learning communities)
- Support to Positive Behavioral Intervention and Supports (PBIS) and Multi Tiered System of Supports (MTSS) with alignment of initiatives
- Individualized technical assistance with Second Step program implementation
干预措施: Second Step Only (Behavioral)
Second Step + R-CITY
Second Step + R-CITY supports include supports from the Second Step Only condition plus:
- Training and implementation support for teachers to deliver 6 student lessons tailored to each grade level (4th and 5th for elementary schools; 6th - 8th for middle schools) and aligned with Second Step core content
- Five 45-minute school-wide Professional Development (PD) sessions to complement the school district's PD
- Individualized teacher coaching to support implementing teacher practices and classroom lessons
干预措施: Second Step + R-CITY (Behavioral)
结局指标
主要结局
ASSIST Classroom Observations
时间窗: Post-intervention, within one month following the completion of the intervention.
The ASSIST is a direct observational measure that assesses the classroom interactions between students and teachers. Observation cycles are 15 minutes and scales include tallied counts of teacher and student behaviors, as well as global ratings of interactions based on a Likert-style scale.
次要结局
- Suspensions(Post-intervention, within one month following the completion of the intervention.)
- R-CITY Teacher Self-Report Survey(Post-intervention, within one month following the completion of the intervention.)
研究者
Catherine Bradshaw
Professor; Senior Associate Dean for Research and Faculty Development
University of Virginia