Trial Outcomes & Findings for Feasibility of a Culturally Adapted Emotional-Behavioral Prevention Program for American Indian Children (NCT NCT05371665)

Last Updated: 2025-09-04

Results Overview

The Revised Child Anxiety and Depression Scale - Short Version Child Report (RCADS-25-S) is a 25-item instrument used to assess DSM-IV anxiety disorders symptoms (15 items) and depressive disorder symptoms (10 items). Youth rated how often each anxiety and depressive disorder symptom is true of them on a rating scale consisting of: 0 (Never), 1 (Sometimes), 2 (Often), and 3 (Always). Mean scores range from 0 to 3 with higher mean scores indicating greater frequency of youths' anxiety disorder symptoms at post-intervention, 8 weeks post-baseline.

Recruitment status

COMPLETED

Study phase

Target enrollment

28 participants

Primary outcome timeframe

Post-Intervention

Results posted on

2025-09-04

Participant Flow

Elders/parents/teachers/mental health professionals were not considered enrolled in the study. Only youth were enrolled in the study.

Participant milestones

Participant milestones
Measure	Culturally Adapted Prevention and Early Intervention Program All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Overall Study STARTED	28
Overall Study COMPLETED	26
Overall Study NOT COMPLETED	2

Reasons for withdrawal

Withdrawal data not reported

Baseline Characteristics

One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.

Baseline characteristics by cohort

Baseline characteristics by cohort
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Age, Continuous	10.19 Years STANDARD_DEVIATION 1.10 • n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Sex: Female, Male Female	14 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Sex: Female, Male Male	12 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) American Indian or Alaska Native	21 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) Asian	0 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) Native Hawaiian or Other Pacific Islander	0 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) Black or African American	0 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) White	0 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) More than one race	4 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Race (NIH/OMB) Unknown or Not Reported	1 Participants n=26 Participants • One participant did not complete the baseline or outcome measures. However, the participant did attend sessions 2 and 3 before not returning for sessions 4 to 6. The participant was counted as dropping out of the program. Another participant completed the baseline and outcomes measures, but did not attend sessions 3 to 6 and was counted as dropping out of the program.
Ethnicity (NIH/OMB) Hispanic or Latino	0 Participants n=26 Participants
Ethnicity (NIH/OMB) Not Hispanic or Latino	26 Participants n=26 Participants
Ethnicity (NIH/OMB) Unknown or Not Reported	0 Participants n=26 Participants
Youth-reported Anxiety Disorder Symptoms	.95 mean score on scale STANDARD_DEVIATION .44 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Depressive Disorder Symptoms	1.08 mean score on scale STANDARD_DEVIATION .51 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Teacher-reported Anxiety Disorder Symptoms	.33 mean score on scale STANDARD_DEVIATION .25 • n=11 Participants • Two teachers did not complete the measure at pre-intervention. One teacher did not complete the measure at post-intervention for certain youth. Some teachers did were missing 20% of the required items for the mean scale score to be calculated at either pre- or post-intervention.
Teacher-reported Depressive Disorder Symptoms	.43 mean score on scale STANDARD_DEVIATION .32 • n=16 Participants • Two teachers did not complete the measure at pre-intervention. One teacher did not complete the measure at post-intervention for certain youth. Some teachers did were missing 20% of the required items for the mean scale score to be calculated at either pre- or post-intervention.
Youth-reported Anxiety Control Beliefs	2.25 mean score on scale STANDARD_DEVIATION .93 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Rumination	1.46 mean score on scale STANDARD_DEVIATION .60 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Personal Skills Resilience	1.46 mean score on scale STANDARD_DEVIATION .29 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Peer Support Resilience	1.31 mean score on scale STANDARD_DEVIATION .57 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Social Skills Resilience	1.62 mean score on scale STANDARD_DEVIATION .37 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Physical Caregiving Resilience	1.44 mean score on scale STANDARD_DEVIATION .50 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Psychological Caregiving Resilience	1.56 mean score on scale STANDARD_DEVIATION .39 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Spiritual Resilience	1.54 mean score on scale STANDARD_DEVIATION .40 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Educational Resilience	1.42 mean score on scale STANDARD_DEVIATION .39 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Cultural Resilience	1.38 mean score on scale STANDARD_DEVIATION .33 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.
Youth-reported Tribal Specific Resilience	1.20 mean score on scale STANDARD_DEVIATION .34 • n=26 Participants • Two youth did not attend 4 or more sessions and were not included in outcome measure analysis.

PRIMARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Anxiety Disorder Symptoms From Pre- to Post-Intervention	.94 mean score on scale Standard Deviation .65

PRIMARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Revised Child Anxiety and Depression Scale - Short Version Child Report (RCADS-25-S) is a 25-item instrument used to assess DSM-IV anxiety disorders symptoms (15 items) and depressive disorder symptoms (10 items). Youth rated how often each anxiety and depressive disorder symptom is true of them on a rating scale consisting of: 0 (Never), 1 (Sometimes), 2 (Often), and 3 (Always). Mean scores range from 0 to 3 with higher mean scores indicating greater frequency of youths' depressive disorder symptoms at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Depressive Disorder Symptoms	1.03 mean score on scale Standard Deviation .51

PRIMARY outcome

Timeframe: Post-Intervention

Population: Teachers only reported on youth outcomes. Although there were 26 youth enrolled in the program, one teacher did not complete the measure at post-intervention for 3 of the youth. In addition, teacher-reported data on five of the youth were missing 20% of the required items for the mean scale score to be calculated at post-intervention. Thus, only 18 youth data was analyzed out of the 26 who were enrolled and analyzed overall. Youth are the only participants being assessed.

The Revised Child Anxiety and Depression Scale - Short Version Teacher Report is a 25-item instrument used to assess DSM-IV anxiety disorders symptoms (15 items) and depressive disorder symptoms (10 items). Teachers rated how often each anxiety and depressive disorder symptom is true of each youth on a rating scale consisting of: 0 (Never), 1 (Sometimes), 2 (Often), and 3 (Always). Mean scores range from 0 to 3 with higher mean scores indicating greater frequency of youths' anxiety disorder symptoms at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=18 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Teacher-reported Anxiety Disorder Symptoms	.25 mean score on scale Standard Deviation .20

PRIMARY outcome

Timeframe: Post-Intervention

Population: Teachers only reported on youth outcomes. Although there were 26 youth enrolled in the program, one teacher did not complete the measure at post-intervention for 3 of the youth. Thus, only 23 youth data was analyzed out of the 26 who were enrolled and analyzed overall. Youth are the only participants being assessed.

The Revised Child Anxiety and Depression Scale - Short Version Teacher Report is a 25-item instrument used to assess DSM-IV anxiety disorders symptoms (15 items) and depressive disorder symptoms (10 items). Teachers rated how often each anxiety and depressive disorder symptom is true of each youth on a rating scale consisting of: 0 (Never), 1 (Sometimes), 2 (Often), and 3 (Always). Mean scores range from 0 to 3 with higher mean scores indicating greater frequency of youths' depressive disorder symptoms at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=23 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Teacher-reported Depressive Disorder Symptoms	.31 mean score on scale Standard Deviation .26

SECONDARY outcome

Timeframe: Post-Intervention

Population: One participant was missing more than 20% of items on the ACQ-C measure at post-intervention and thus a mean score could not be a calculating resulting in the mean being based on 25 youth. Youth are the only participants being assessed.

The Anxiety Control Questionnaire for Children assesses children's control beliefs over anxiety-related "external" threats (e.g., fear-producing objects, events, and situations) and/or "internal" emotional or bodily reactions (e.g., flushed face). Youth rated how much each statement was true of them on a 5-point Likert-type scale consisting of: 0 (None), 1 (A Little), 2 (Some), 3 (A Lot), or 4 (Very Very Much). Mean scores range from 0 to 4 with higher mean scores indicate greater perceived control over their anxiety symptoms and external anxiety-related events at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=25 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Anxiety Control Beliefs	2.42 mean score on scale Standard Deviation .66

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child Response Style Questionnaire - Rumination Scale is 13 item rumination subscale of the 26 item measure. Youth rated how often they engage in each strategy when feeling sad (e.g., "When I am sad, I think about how alone I feel.") on a 4-point scale consisting of "Almost Never" (coded 0), "Sometimes" (coded 1), "Often" (coded 2), and "Almost Always" (coded 3). Mean rumination scale scores ranged from 0 to 3 with higher mean scale scores indicating greater rumination at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Rumination	1.22 mean score on scale Standard Deviation .70

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' personal skills at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Personal Skills Resilience	1.35 mean score on scale Standard Deviation .33

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' peer support at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Peer Support Resilience	1.50 mean score on scale Standard Deviation .60

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' social skills at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Social Skills Resilience	1.52 mean score on scale Standard Deviation .36

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' physical caregiving at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Physical Caregiving Resilience	1.44 mean score on scale Standard Deviation .52

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Psychological Caregiving Resilience	1.58 mean score on scale Standard Deviation .36

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' spiritual experiences at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Spiritual Resilience	1.46 mean score on scale Standard Deviation .56

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' educational experiences at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Educational Resilience	1.58 mean score on scale Standard Deviation .39

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure is a 26-item measure that assesses resiliency across a number of domains. Youth indicated to what extent each statement describes them (e.g., "Getting an education is important to me," "I try to finish activities that I start," and "I feel supported by my friends") on a three-point scale of 0 ("No"), 1 ("Sometimes") and 2 ("Yes"). Mean scale scores range from 0 to 2 with higher mean scale scores reflecting greater resilience as it pertains to youths' cultural experiences at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Cultural Resilience	1.38 mean score on scale Standard Deviation .36

SECONDARY outcome

Timeframe: Post-Intervention

Population: Youth are the only participants being assessed.

The Child and Youth Resilience Measure - Tribal Resilience Scale is a 10-item measure that assesses tribal specific resilience based on exposure or using Native language, exposure or knowing Native/tribal history, and exposure or experiencing tribal or cultural practices. Youth indicated to what extent each statement describes them or their experiences on a three-point scale of 0 ("Not at All"), 1 ("Somewhat") and 2 ("A Lot"). Mean scale scores range from 0 to 2 with higher scores reflecting greater tribal specific resilience as it pertains to youths' tribal and cultural experiences at post-intervention, 8 weeks post-baseline.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Post-Intervention Youth-reported Tribal Specific Resilience	1.23 mean score on scale Standard Deviation .41

OTHER_PRE_SPECIFIED outcome

Timeframe: Assessed at Completion of Each 30-minute Module

Population: The number of participants analyzed for each module is different due to certain participants not attending that specific session. Youth are the only participants being assessed.

Youth completed a usability survey at the end of each intervention 30-minute module (Modules 1, 2, 3, 4, and 5) that measured the likeability of that specific module. Youth rated how much they liked the entire lesson for that module on a three-point scale consisting of 1 ("Did Not Like"), 2 ("Liked") and 3 ("Very Much Liked "). A mean likability score (ranging from 1 to 3) was calculated for each module with higher mean scores indicating greater likeability of that module.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Mean Likability of the Prevention and Early Intervention Modules Module 1	2.43 Score on a scale Standard Deviation .51
Mean Likability of the Prevention and Early Intervention Modules Module 2	2.5 Score on a scale Standard Deviation .51
Mean Likability of the Prevention and Early Intervention Modules Module 3	2.5 Score on a scale Standard Deviation .51
Mean Likability of the Prevention and Early Intervention Modules Module 4	2.6 Score on a scale Standard Deviation .50
Mean Likability of the Prevention and Early Intervention Modules Module 5	2.33 Score on a scale Standard Deviation .57

OTHER_PRE_SPECIFIED outcome

Timeframe: Assessed at Completion of Each 30-minute Module

Population: The number of participants analyzed for each module is different due to certain participants not attending that specific session. Youth are the only participants being assessed.

Youth completed a usability survey at the end of each intervention 30-minute module (Modules 1, 2, 3, 4, and 5) that measured the enjoyability of that specific module. Youth rated how much fun the entire lesson was for that module on a three-point scale consisting of 1 ("Not Fun"), 2 ("Fun") and 3 ("Very Much Fun"). A mean enjoyability score (ranging from 1 to 3) was calculated for each module with higher mean scores indicating greater enjoyability of that module.

Outcome measures

Outcome measures
Measure	Culturally Adapted Prevention and Early Intervention Program n=26 Participants All youth received the culturally adapted prevention and early intervention from trained providers in the school setting.
Mean Enjoyability of Compass for Courage Modules Module 1	2.36 Score on a scale Standard Deviation .58
Mean Enjoyability of Compass for Courage Modules Module 2	2.36 Score on a scale Standard Deviation .58
Mean Enjoyability of Compass for Courage Modules Module 3	2.45 Score on a scale Standard Deviation .51
Mean Enjoyability of Compass for Courage Modules Module 4	2.52 Score on a scale Standard Deviation .51
Mean Enjoyability of Compass for Courage Modules Module 5	2.38 Score on a scale Standard Deviation .50

Adverse Events

Culturally Adapted Cognitive-Behavioral Prevention and Early Intervention (PEI) Program

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

Brandon Scott

Montana State University

Phone: (406) 994-5218

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place