Students With Involved Families and Teachers

Oregon Social Learning Center320 enrolled

Overview

PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school. SETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program. POPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities. INTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students. SERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

NONE

Interventions

Students with Involved Families and Teacher ProgramBEHAVIORAL

The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.

Services As UsualBEHAVIORAL

The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.

Eligibility

Sex: ALLMin age: 10 YearsMax age: 16 Years

Medical Language ↔ Plain English

Inclusion Criteria: * Students in grades 5 through 8 * In school districts in the the Lane Education Service District * Eligible for or at risk of eligibility for special education services for emotional or behavior disorders * Transitioning or at risk of transitioning between school settings or placements * English or Spanish speaking Exclusion Criteria: * Students receiving intensive family and school support services from local community mental health agencies * Students with a hearing or vision impairment that would limit participation in the program components or the assessment protocol.

Outcomes

Primary Outcomes

Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline

Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline

Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline

Academic outcomes measured by youth grades. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline

Academic outcomes measured by EasyCBM score. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Mean Changes in Parenting Outcomes from Baseline to 6 Months Post-Baseline

Parenting outcomes measured by the Parenting Practices Questionnaire. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Secondary Outcomes

Stability in School Placement from Baseline to 6 Months

Measured by number of school placement moves. Measured at Baseline and 6 months post-Baseline.

Time frame: Baseline to 6 Months Post-Baseline

Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months

Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months

Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Mean Changes in Youth Academic Outcomes from Baseline to 12 Months Post-Baseline

Academic outcomes measured by youth grades. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Mean Changes in Youth Academic Outcomes from Baseline to 12 Months Post-Baseline

Academic outcomes measured by EasyCBM score. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Mean Changes in Parenting Outcomes from Baseline to 12 Months Post-Baseline

Parenting outcomes measured by the Parenting Practices Questionnaire. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Stability in School Placement from Baseline to 12 Months

Measured by number of school placement moves. Measured at Baseline and 12 months post-Baseline.

Time frame: Baseline to 12 Months Post-Baseline

Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 18 Months

Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 18 months post-Baseline.