Trial Outcomes & Findings for School-Based Mental Health Services for Urban Children (NCT NCT00612690)
NCT ID: NCT00612690
Last Updated: 2014-06-04
Results Overview
This rating scale was completed by parents to assess how frequently their child engaged in a range of disruptive, prosocial, and academic behaviors (0 = Never to 2 = Very Often). Normative data are provided by age and sex and the measure was standardized on a heterogeneous population of which one third were urban and 28% were minorities. The scale score, Social Skills, was the primary outcome measure. Scores are rated on a scale of 0 (Never) to 2 (Very Often). The scale score, Social Skills, containing 38 items, was the primary outcome measure. Scores range from 0 to 76 with higher scores indicating improved social skills.
Recruitment status
COMPLETED
Study phase
NA
Target enrollment
482 participants
Primary outcome timeframe
Measured at pre- and post-school year for 3 years
Results posted on
2014-06-04
Participant Flow
Participant milestones
| Measure |
Links to Learning
Participants underwent the community mental health consultation model program.
Community mental health consultation model program : The community mental health consultation model program included collaboration among community mental health providers and (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers to influence classroom teachers' use of behavior management strategies. This model further focused on the strongest teacher and parent predictors of student learning.
|
Services as Usual
Participants received treatment as usual and referrals.
Treatment as usual (TAU) : TAU included referral to community mental health clinic-based services, where participants received standard care for mental health-related problems.
|
|---|---|---|
|
Overall Study
STARTED
|
275
|
207
|
|
Overall Study
COMPLETED
|
160
|
89
|
|
Overall Study
NOT COMPLETED
|
115
|
118
|
Reasons for withdrawal
| Measure |
Links to Learning
Participants underwent the community mental health consultation model program.
Community mental health consultation model program : The community mental health consultation model program included collaboration among community mental health providers and (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers to influence classroom teachers' use of behavior management strategies. This model further focused on the strongest teacher and parent predictors of student learning.
|
Services as Usual
Participants received treatment as usual and referrals.
Treatment as usual (TAU) : TAU included referral to community mental health clinic-based services, where participants received standard care for mental health-related problems.
|
|---|---|---|
|
Overall Study
Lost to Follow-up
|
72
|
98
|
|
Overall Study
Withdrawal by Subject
|
32
|
20
|
|
Overall Study
Withdrawal by Site
|
11
|
0
|
Baseline Characteristics
School-Based Mental Health Services for Urban Children
Baseline characteristics by cohort
| Measure |
Links to Learning
n=289 Participants
Mental health intervention focused on enhancing the predictors of young children's school success
|
Services As Usual
n=193 Participants
Referral to nearby community mental heath agencies for clinic-based services where participants received standard care for mental health-related problems.
|
Total
n=482 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Categorical
<=18 years
|
104 Participants
n=5 Participants
|
67 Participants
n=7 Participants
|
171 Participants
n=5 Participants
|
|
Age, Categorical
Between 18 and 65 years
|
185 Participants
n=5 Participants
|
126 Participants
n=7 Participants
|
311 Participants
n=5 Participants
|
|
Age, Categorical
>=65 years
|
0 Participants
n=5 Participants
|
0 Participants
n=7 Participants
|
0 Participants
n=5 Participants
|
|
Age, Continuous
Students
|
7.42 years
STANDARD_DEVIATION 1.81 • n=5 Participants
|
7.66 years
STANDARD_DEVIATION 1.53 • n=7 Participants
|
7.51 years
STANDARD_DEVIATION 1.71 • n=5 Participants
|
|
Age, Continuous
Teachers
|
41.44 years
STANDARD_DEVIATION 13.46 • n=5 Participants
|
35.58 years
STANDARD_DEVIATION 11.46 • n=7 Participants
|
38.37 years
STANDARD_DEVIATION 12.73 • n=5 Participants
|
|
Age, Continuous
Service Providers
|
32.46 years
STANDARD_DEVIATION 8.73 • n=5 Participants
|
NA years
STANDARD_DEVIATION NA • n=7 Participants
|
32.46 years
STANDARD_DEVIATION 8.73 • n=5 Participants
|
|
Age, Continuous
Parents
|
32.06 years
STANDARD_DEVIATION 7.92 • n=5 Participants
|
32.64 years
STANDARD_DEVIATION 8.44 • n=7 Participants
|
32.28 years
STANDARD_DEVIATION 8.10 • n=5 Participants
|
|
Sex/Gender, Customized
Students: Male
|
74 participants
n=5 Participants
|
50 participants
n=7 Participants
|
124 participants
n=5 Participants
|
|
Sex/Gender, Customized
Students: Female
|
30 participants
n=5 Participants
|
17 participants
n=7 Participants
|
47 participants
n=5 Participants
|
|
Sex/Gender, Customized
Teachers: Male
|
9 participants
n=5 Participants
|
7 participants
n=7 Participants
|
16 participants
n=5 Participants
|
|
Sex/Gender, Customized
Teachers: Female
|
62 participants
n=5 Participants
|
58 participants
n=7 Participants
|
120 participants
n=5 Participants
|
|
Sex/Gender, Customized
Service Provders: Male
|
4 participants
n=5 Participants
|
NA participants
n=7 Participants
|
NA participants
n=5 Participants
|
|
Sex/Gender, Customized
Service Providers: Female
|
13 participants
n=5 Participants
|
NA participants
n=7 Participants
|
NA participants
n=5 Participants
|
|
Sex/Gender, Customized
Parents: Male
|
1 participants
n=5 Participants
|
6 participants
n=7 Participants
|
7 participants
n=5 Participants
|
|
Sex/Gender, Customized
Parents: Female
|
96 participants
n=5 Participants
|
55 participants
n=7 Participants
|
151 participants
n=5 Participants
|
|
Sex: Female, Male
Female
|
201 Participants
n=5 Participants
|
130 Participants
n=7 Participants
|
331 Participants
n=5 Participants
|
|
Sex: Female, Male
Male
|
88 Participants
n=5 Participants
|
63 Participants
n=7 Participants
|
151 Participants
n=5 Participants
|
|
Region of Enrollment
United States
|
289 participants
n=5 Participants
|
193 participants
n=7 Participants
|
482 participants
n=5 Participants
|
PRIMARY outcome
Timeframe: Measured at pre- and post-school year for 3 yearsPopulation: Child participants with available data were included.
This rating scale was completed by parents to assess how frequently their child engaged in a range of disruptive, prosocial, and academic behaviors (0 = Never to 2 = Very Often). Normative data are provided by age and sex and the measure was standardized on a heterogeneous population of which one third were urban and 28% were minorities. The scale score, Social Skills, was the primary outcome measure. Scores are rated on a scale of 0 (Never) to 2 (Very Often). The scale score, Social Skills, containing 38 items, was the primary outcome measure. Scores range from 0 to 76 with higher scores indicating improved social skills.
Outcome measures
| Measure |
Links to Learning
n=104 Participants
Participants underwent the community mental health consultation model program.
Community mental health consultation model program : The community mental health consultation model program included collaboration among community mental health providers and (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers to influence classroom teachers' use of behavior management strategies. This model further focused on the strongest teacher and parent predictors of student learning.
|
Services as Usual
n=67 Participants
Participants received treatment as usual and referrals.
Treatment as usual (TAU) : TAU included referral to community mental health clinic-based services where participants received standard care for mental health-related problems.
|
|---|---|---|
|
Social Skills Rating System (Parent Report)
Baseline
|
46.37 units on a scale
Standard Deviation 11.97
|
43.25 units on a scale
Standard Deviation 10.98
|
|
Social Skills Rating System (Parent Report)
Spring Year 1
|
45.02 units on a scale
Standard Deviation 10.65
|
41.66 units on a scale
Standard Deviation 10.79
|
|
Social Skills Rating System (Parent Report)
Fall Year 2
|
47.53 units on a scale
Standard Deviation 13.13
|
42.53 units on a scale
Standard Deviation 11.45
|
|
Social Skills Rating System (Parent Report)
Spring Year 2
|
47.54 units on a scale
Standard Deviation 12.24
|
44.63 units on a scale
Standard Deviation 9.64
|
|
Social Skills Rating System (Parent Report)
Fall Year 3
|
46.95 units on a scale
Standard Deviation 13.03
|
38.56 units on a scale
Standard Deviation 6.70
|
|
Social Skills Rating System (Parent Report)
Spring Year 3
|
48.35 units on a scale
Standard Deviation 11.61
|
40.55 units on a scale
Standard Deviation 11.22
|
SECONDARY outcome
Timeframe: Measured at pre- and post-school year for 3 yearsPopulation: Only children with available data were included in the analyses.
The ACES is a teacher rating scale that describes a set of behaviors and attitudes measuring teachers' perceptions of student's academic competence and performance. The scale consists of 30 items rated on a 5-point scale (1 = Never, 2 = Seldom, 3 = Sometimes, 4 = Often, 5 = Almost Always). The total score was reported as a mean per item with higher scores indicating better academic competence. Scores could range from 1 to 30.
Outcome measures
| Measure |
Links to Learning
n=100 Participants
Participants underwent the community mental health consultation model program.
Community mental health consultation model program : The community mental health consultation model program included collaboration among community mental health providers and (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers to influence classroom teachers' use of behavior management strategies. This model further focused on the strongest teacher and parent predictors of student learning.
|
Services as Usual
n=65 Participants
Participants received treatment as usual and referrals.
Treatment as usual (TAU) : TAU included referral to community mental health clinic-based services where participants received standard care for mental health-related problems.
|
|---|---|---|
|
The Academic Competence Evaluation Scale (ACES)
Baseline
|
2.66 units on a scale
Standard Deviation .83
|
2.75 units on a scale
Standard Deviation .77
|
|
The Academic Competence Evaluation Scale (ACES)
Spring Year 1
|
2.52 units on a scale
Standard Deviation .73
|
2.80 units on a scale
Standard Deviation .76
|
|
The Academic Competence Evaluation Scale (ACES)
Fall Year 2
|
2.46 units on a scale
Standard Deviation .78
|
2.58 units on a scale
Standard Deviation .86
|
|
The Academic Competence Evaluation Scale (ACES)
Spring Year 2
|
2.59 units on a scale
Standard Deviation .94
|
2.53 units on a scale
Standard Deviation .76
|
|
The Academic Competence Evaluation Scale (ACES)
Fall Year 3
|
2.52 units on a scale
Standard Deviation .84
|
2.97 units on a scale
Standard Deviation 1.05
|
|
The Academic Competence Evaluation Scale (ACES)
Spring Year 3
|
2.62 units on a scale
Standard Deviation .81
|
2.79 units on a scale
Standard Deviation .79
|
Adverse Events
Links to Learning
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Services as Usual
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Marc S. Atkins, Ph.D.
University of Illinois at Chicago
Phone: 312-413-1048
Email: [email protected]
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place