Implementation Strategy Resource Package for Behavioral Classroom Interventions: Pilot Test

Children's Hospital of Philadelphia53 enrolled

Overview

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.

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.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

HEALTH_SERVICES_RESEARCH

Masking

NONE

Enrollment

Conditions

Attention Deficit Hyperactivity Disorder Symptoms

Interventions

Positive Behavior Management ToolkitBEHAVIORAL

The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors.

Eligibility

Sex: ALLMin age: 4 YearsHealthy volunteers:

Medical Language ↔ Plain English

Inclusion Criteria: Teachers: * A K-5 teacher at a participating school within the School District of Philadelphia * Teach at a participating school * Informed consent Children: * 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 Exclusion Criteria: Children: * 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

Locations (1)

Children's Hospital of Philadelphia

Philadelphia, Pennsylvania, United States

Outcomes

Primary Outcomes

Feasibility of Intervention Measure

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).

Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)

Acceptability of Intervention Measure (AIM)

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).

Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)

Intervention Appropriateness Measure (IAM)

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).

Time frame: Endpoint (i.e, at least 8 weeks from resource package receipt)

Change in Observed Teacher Use of Behavioral Classroom Management Interventions

A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions.

Time frame: Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt)

Change in Caregiver-reported Child Functional Impairment

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).

Data from ClinicalTrials.gov

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Secondary Outcomes

Change in Homework Performance

Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always). Four items are reverse scored, and then the self-regulation factor score is computed as the average of the 9 item scores (possible range: 0 through 3, where 3 is the best possible outcome).