Promoting Implementation of Behavioral Classroom Interventions for Children With ADHD in Urban Schools: A Pilot Test, Aim 3
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 53
- 试验地点
- 2
- 主要终点
- Feasibility of Intervention Measure
研究概览
简要总结
The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
详细描述
Schools are an accessible and ecologically valid setting for children with hyperactivity, inattentive, or impulsive behaviors to receive evidence-based interventions to reduce symptoms and improve functioning. Behavioral classroom management interventions are well-established treatments for elementary-school age children with, but they can often be challenging for teachers to use. It is therefore important to develop and test implementation strategies in promoting teachers' use of behavioral classroom management interventions and in improving child outcomes. The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 年龄范围
- 4 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •A K-5 teacher at a participating school within the School District of Philadelphia
- •Teach at a participating school
- •Informed consent
- •Is in a K-5 class of a participating teacher
- •Nominated for participation by the participating teacher
- •Identified by their participating teacher as displaying impairment related to inattention, hyperactivity or impulsivity
- •Informed consent and assent if appropriate
- •Parents/Legal Guardians:
- •Parent or legal guardian of child
- •Identifies as familiar enough with the child to fill out measures about the child
- •Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study
- •Caregivers:
- •Has been referred by the legal guardian as the primary caregiver that can more accurately complete the measures about the child
- •Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study
排除标准
- •Special education classification of 'intellectual disability'
- •Primary presenting concern of psychotic or autism spectrum disorders
- •Presents as in acute risk of harm to self or others, such that participation in the study is clinically inappropriate because they warrant more intensive intervention
结局指标
主要结局
Feasibility of Intervention Measure
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Acceptability of Intervention Measure (AIM)
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Intervention Appropriateness Measure (IAM)
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Change in Academic Productivity
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome).
Change in Student-Teacher Relationship
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Feasibility of Intervention Measure
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Intervention Appropriateness Measure (IAM)
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Acceptability of Intervention Measure (AIM)
时间窗: Endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Change in Teacher-reported Child Functional Impairment
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 8 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Change in Academic Productivity
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome).
Change in Student-Teacher Relationship
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome).
Feasibility of Research Procedures - Response Rate
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Percentage of parent- and teacher- report surveys completed across timepoints and conditions out of the number of students enrolled and randomized.
Feasibility of Research Procedures - Retention Rate
时间窗: Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt)
Percentage of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions
Change in Observed Teacher Use of Behavioral Classroom Management Interventions
时间窗: Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt)
A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions.
Change in Caregiver-reported Child Functional Impairment
时间窗: Baseline, endpoint (i.e, at least 8 weeks from resource package receipt)
Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 7 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 7 item scores (possible range: 1 through 5, where 1 is the best possible outcome).
Feasibility of Research Procedures - Recruitment Numbers
时间窗: Baseline
Number of teachers and students enrolled in the study
次要结局
- Change in Homework Performance(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Academic Success(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Teacher-reported ADHD Symptoms(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Disruptive Direct Behavior Ratings(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Homework Performance(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Caregiver-reported ADHD Symptoms(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))
- Change in Academic Success(Baseline, endpoint (i.e, at least 8 weeks from resource package receipt))