Enhancing School-Based Violence Prevention Through Multilevel Racial/Ethnic Discrimination Intervention
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 4,840
- 试验地点
- 2
- 主要终点
- Mean change from baseline in teacher report on students' aggression as measured by the Teacher Report of Aggression
研究概览
简要总结
The purpose of this study is to compare two versions of Mental Health Enhanced Positive Behavioral Interventions and Supports in reducing aggression in middle school students.
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
- None
入排标准
- 年龄范围
- 10 Years 至 105 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •for student participants: in 6th and 7th grades in a study school at study entry
- •for teacher participants: teacher at a study school
排除标准
- •.for student participants: intellectual disabilities, very limited reading abilities, or in foster care
研究组 & 干预措施
Mental Health-Enhanced PBIS
Mental health-enhanced Positive Behavioral Interventions and Supports (PBIS-MH) integrates mental health into the three core elements of PBIS. 1) School-based mental health clinicians are included on leadership teams. 2) Data from teacher and student perceived school climate, as well as universal screening for aggression and mental health difficulties, are used to inform intervention decision-making. 3) Evidence-based mental health prevention and intervention practices are layered into PBIS' three-tiered continuum.
干预措施: Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH) (Behavioral)
Mental Health-Enhanced PBIS + RED
PBIS-MH+RED involves the components of PBIS-MH integrated with racial/ethnic discrimination interventions (RED) to address multiple forms of school-based racial and ethnic discrimination. 1) Unintentional bias training for school personnel, involving teaching participants to conceptualize prejudice as well as strategies to reduce bias. 2) Unintentional bias training for students that is delivered in a classroom in a developmentally appropriate lesson format. 3) Vulnerable Decision Point process: Leadership teams are trained to reduce disparities in school discipline by a) using disaggregated student discipline data to identify particular settings or practices that are drivers for racial/ethnic disproportionality in a school and b) using iterative problem-solving to address these drivers. 4) Teacher stress reduction training where they are provided with strategies to reduce stress.
干预措施: Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH) (Behavioral)
Mental Health-Enhanced PBIS + RED
PBIS-MH+RED involves the components of PBIS-MH integrated with racial/ethnic discrimination interventions (RED) to address multiple forms of school-based racial and ethnic discrimination. 1) Unintentional bias training for school personnel, involving teaching participants to conceptualize prejudice as well as strategies to reduce bias. 2) Unintentional bias training for students that is delivered in a classroom in a developmentally appropriate lesson format. 3) Vulnerable Decision Point process: Leadership teams are trained to reduce disparities in school discipline by a) using disaggregated student discipline data to identify particular settings or practices that are drivers for racial/ethnic disproportionality in a school and b) using iterative problem-solving to address these drivers. 4) Teacher stress reduction training where they are provided with strategies to reduce stress.
干预措施: Racial/Ethnic Discrimination Interventions (RED) (Behavioral)
结局指标
主要结局
Mean change from baseline in teacher report on students' aggression as measured by the Teacher Report of Aggression
时间窗: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)
The Teacher Report of Aggression is a teacher-report survey completed by teachers assessing a student's tendency to be aggressive. Scores range from 1 (Never) to 5 (All of the time)
Mean change from baseline in student aggression as measured by the number of Office Discipline Referrals per month
时间窗: From first day of school in year 1 to last day of school in year 2
Office Discipline Referrals are official school records recorded for each behavioral infraction warranting referral to the school office. Office Discipline Referrals for aggressive behavior (i.e. bullying, fighting, making threats) will be counted. The minimum score is 0 an there is no maximum score.
Mean change from baseline in student report on aggression as measured by the Reactive and Proactive Aggression Survey
时间窗: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)
The Reactive and Proactive Aggression Survey is a self-report instrument assessing how often the respondent has behaved aggressively towards other children over the past three months. Scores range from 0 (Never) to 5 (All of the time)
次要结局
- Change from baseline in student report on discrimination from peers as measured by the Adolescent Discrimination Index - Peer Discrimination Distress Subscale(Fall of year 1 (average of October), spring of years 1 and 2 (average of May))
- Change from baseline in student report on discrimination from teachers as measured by the Adolescent Discrimination Index - Educational Discrimination Distress Subscale(Fall of year 1 (average of October), spring of years 1 and 2 (average of May))
研究者
Colleen Halliday
Associate Professor
Medical University of South Carolina