Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 34
- 试验地点
- 4
- 主要终点
- Teacher Prevention/Intervention Strategies
研究概览
简要总结
The investigators' overall objective is to demonstrate the efficacy of the Bullying Classroom Check-Up (BCCU) on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.
详细描述
Aim 1: Examine the Efficacy of the Bullying Classroom Check-Up (BCCU) at improving child aggressive and bullying behaviors For this aim, the study team will examine student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on their own aggression and bullying behavior as well as their perceptions of the general bullying climate, rating of safety, and positive bystander behaviors (i.e., how students respond to bullying when they witness it). The study team hypothesize that children in schools randomized to the BCCU condition will be less likely to engage in aggression and bullying, will rate the general bullying climate (i.e., perceptions that bullying is a problem and that adults/students do enough to stop bullying) and sense of safety more positively, and engage in more positive bystander behaviors than children in schools randomized to the control condition.
Aim 2: Examine the efficacy of the BCCU at improving teacher practices and relationships For this aim, the study team will examine teacher and aggregated student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on teacher self-reported, observed, and student-reported classroom practices as well as perceptions from teachers and students about relationships within the school. The investigators' hypotheses are that teachers in the BCCU condition will engage in more preventive classroom management and intervention strategies (e.g., modeling social emotional competencies such as empathy) in response to bullying than teachers in the control condition, and that teacher-student and student-student relationships will be more positive in classrooms in the BCCU condition than in the control condition.
Exploratory Aim 3: Explore the moderating role of fidelity in the main outcomes of interest. Explore the mediating role of teacher self-efficacy and behavior management practices on distal outcomes.
For this exploratory aim, the study team will examine how fidelity indicators (e.g., dosage, coach adherence, as reported by coaches) moderates intermediate teacher outcomes (e.g., teacher practices) within the main effect models. The study team will also examine how changes in teacher intermediate outcomes (e.g., teacher efficacy and practices) relate to the follow-up year's classroom climate (e.g., relationships) as reported by students (aggregated) and teachers in mediation models.
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
- 8 Years 至 99 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Inclusion Criteria - Schools 32 schools will be selected based on the following inclusion criteria:
- •Urban to urban fringe districts in the Northeast US
- •Predominately minority student body (> 65%)
- •Relatively large school with at least two 3rd, 4th, and 5th grade classrooms
- •Inclusion Criteria - Teachers 1) Teachers of 3rd-5th grade regular education classrooms employed by the participating school sites who provide their consent for participation.
- •Inclusion Criteria - Students
- •1) All students of consented teachers will be eligible to participate in survey activities.
排除标准
- •Exclusion Criteria - Teachers
- •Teachers in grades other than 3, 4, or 5 during the first year
- •Special education teachers
- •Specials (e.g., art, music) teachers
- •Exclusion Criteria - Students
- •Students who do not speak English.
- •Special education students who are not integrated within the regular education classroom (i.e., receive education in self-contained classrooms).
研究组 & 干预措施
Intervention group
This group will receive Professional Development and Coaching (CCU)
干预措施: Bullying Classroom Check-Up (BCCU) (Behavioral)
Control group
Business as usual
结局指标
主要结局
Teacher Prevention/Intervention Strategies
时间窗: Administered at baseline (before the intervention is launched)
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
Safety and aggression climate
时间窗: Administered at baseline (before the intervention is launched)
As self-reported by both teacher and students on surveys using the Maryland Safe and Supportive Schools (MDS3) School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.
次要结局
- Teacher use of social emotional learning (SEL)(3 classroom observations at baseline (before the intervention is launched))
- Bullying and Positive Bystander Behaviors(Administered at baseline (before the intervention is launched))
- Teacher Efficacy and burnout(Administered at baseline (before the intervention is launched))
- Teacher and student connectedness(Given first at baseline (before the intervention is launched))