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Teachers and Parents as Partners During Middle School

NCT ID: NCT03298724

Last Updated: 2019-12-24

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

31 participants

Study Classification

INTERVENTIONAL

Study Start Date

2017-11-09

Study Completion Date

2018-06-25

Brief Summary

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There are two aims of this study (a) to examine the effect of Teachers and Parents as Partners on student, parent, and teacher outcomes in middle school and (b) identify barriers and facilitators to implementing Teachers and Parents as Partners in middle school for students with behavior concerns.

Detailed Description

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Teachers and Parents as Partners will occur in a series of stages comprised of approximately four structured meetings over approximately 8 weeks. A Teachers and Parents as Partners consultant will meet together with a student's parent(s), teachers, other school personnel (as appropriate), and the student (as appropriate). The Teachers and Parents as Partners team will collaboratively address behavior problem solving objectives. Specific CBC objectives include: identifying strengths and specific behaviors of concern, specifying alternative prosocial behaviors, creating measurable behavior goals, co-constructing behavior intervention/support plans to address the target concerns, creating sustainable conditions to support plan implementation at home and school, and evaluating the plan to assess progress toward goals.

Treatment integrity in multiple dimensions (e.g., engagement, dosage, adherence) will be assessed at the two tiers of implementation (i.e., Teachers and Parents as Partners procedural integrity and behavior support plan implementation) to determine the extent to which procedures are implemented as designed.

During each structured meeting, Teachers and Parents as Partners consultants will inquire with parents, teachers, other school personnel, and students about barriers and facilitators to implementation.

Conditions

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Behavior Problem

Study Design

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Allocation Method

NA

Intervention Model

SINGLE_GROUP

Single case experimental design (multiple baseline across setting)
Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

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TAPP Intervention

The Teachers and Partners intervention will be provided

Group Type EXPERIMENTAL

Teachers and Parents as Partners

Intervention Type BEHAVIORAL

A family-school partnership intervention to improve the home-school connection, parenting and teaching strategies, and child behavior outcomes.

Interventions

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Teachers and Parents as Partners

A family-school partnership intervention to improve the home-school connection, parenting and teaching strategies, and child behavior outcomes.

Intervention Type BEHAVIORAL

Other Intervention Names

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Conjoint Behavioral Consultation

Eligibility Criteria

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Inclusion Criteria

* Students will be eligible if they have scores in the "elevated" or "extremely elevated" risk categories on the parent and teacher version of the Behavior Assessment Scale for Children (BASC) 3 Behavioral and Emotional Screening System (BESS). Parents, and primary teachers and school staff associated with an eligible student will be included.
Minimum Eligible Age

8 Years

Maximum Eligible Age

16 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes

Sponsors

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U.S. Department of Education

FED

Sponsor Role collaborator

University of Wisconsin, Madison

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Principal Investigators

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Andy Garbacz

Role: PRINCIPAL_INVESTIGATOR

University of Wisconsin, Madison

Locations

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University of Wisconsin-Madison

Madison, Wisconsin, United States

Site Status

Countries

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United States

Other Identifiers

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R324B160043

Identifier Type: OTHER_GRANT

Identifier Source: secondary_id

A173000

Identifier Type: OTHER

Identifier Source: secondary_id

EDUC\EDUC PSYCHOLOGY

Identifier Type: OTHER

Identifier Source: secondary_id

2017-0872

Identifier Type: -

Identifier Source: org_study_id