Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools

February 7, 2023 updated by: Elizabeth Spier, American Institutes for Research
The purpose of this project is to conduct an impact evaluation of the Conjoint Behavioral Consulting (CBC) intervention under real-world conditions as an IES Efficacy Replication trial. CBC is a family-school partnership intervention proven efficacious for children with serious emotional and behavior problems. The investigation will conduct a systematic efficacy replication of CBC to identify important process and context variables in need of attention prior to a CBC effectiveness study. School-based specialists (SBSs) will implement CBC and will be responsible for working directly with parents and teachers who have a student with or at risk for severe emotional disturbance, with more implementation support (i.e., non-routine conditions) than would be expected under routine conditions to ensure adequate fidelity of implementation. The research questions examine the impact of CBC, when implemented by SBSs, on student, parent, and teacher outcomes, as well its effect on mediational pathways. In addition, the research team will gather stakeholder feedback in focus groups to provide information about factors that stakeholders perceive as impeding or promoting CBC adoption, implementation, and sustainability.

Study Overview

Status

Status

Indicates the current recruitment status or the expanded access status.
Recruiting

Conditions

Conditions

The disease, disorder, syndrome, illness, or injury that is being studied. On ClinicalTrials.gov, conditions may also include other health-related issues, such as lifespan, quality of life, and health risks.

Intervention / Treatment

Intervention / Treatment

A process or action that is the focus of a clinical study. Interventions include drugs, medical devices, procedures, vaccines, and other products that are either investigational or already available. Interventions can also include noninvasive approaches, such as education or modifying diet and exercise.

Detailed Description

Sixty schools will be recruited for this impact evaluation (20 from Madison Metropolitan School District, and 40 from Milwaukee Public Schools). The population for this evaluation will consist of the 12 children from grades k-4 in each participating school who demonstrate the highest levels of behavioral and/or emotional difficulties in school, based on teacher ratings on the BASC3-BESS screening (and whose families consent to participate in the evaluation). The total population for this evaluation will include 720 students. Baseline will take place at the beginning of the intervention school year, outcome 1 at the end of the intervention school year, and outcome 2 at the end of the subsequent school year. At all three timepoints, the research team will gather parent questionnaires (covering competence in problem solving, parenting strategies, parent-teacher relationships, and their child's social and behavioral functioning), teacher questionnaires in relation to each study child (covering the parent-teacher relationship, teacher competence in problem solving, and the student's social and behavioral functioning), direct observations of teacher and student behavior in the classroom, and student records related to discipline.

Study Type

Study Type

Describes the nature of a clinical study. Study types include interventional studies (also called clinical trials), observational studies (including patient registries), and expanded access.
Interventional

Enrollment (Anticipated)

Enrollment

The number of participants in a clinical study. The "anticipated" enrollment is the target number of participants that the researchers need for the study.
720

Phase

Phase

The stage of a clinical trial studying a drug or biological product, based on definitions developed by the U.S. Food and Drug Administration (FDA). The phase is based on the study's objective, the number of participants, and other characteristics. There are five phases: Early Phase 1 (formerly listed as Phase 0), Phase 1, Phase 2, Phase 3, and Phase 4. Not Applicable is used to describe trials without FDA-defined phases, including trials of devices or behavioral interventions.
  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Contact

The name and contact information for the person who can answer enrollment questions for a clinical study. Each location where the study is being conducted may also have a specific contact, who may be better able to answer those questions.
  • Name: Elizabeth Spier, PhD
  • Phone Number: 202-285-8380
  • Email: espier@air.org

Study Contact Backup

  • Name: Yibing Li, PhD
  • Phone Number: 202-403-6681
  • Email: yli@air.org

Study Locations

  • United States
    • Wisconsin
      • Madison, Wisconsin, United States, 53703
        • Recruiting
        • Madison Metropolitan School District
        • Contact:
          • Beth Vaade
          • Phone Number: 608-285-2673
        • Contact:
          • Brianne Monahan
          • Phone Number: (608) 204-7801

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Eligibility Criteria

The key requirements that people who want to participate in a clinical study must meet or the characteristics they must have. Eligibility criteria consist of both inclusion criteria (which are required for a person to participate in the study) and exclusion criteria (which prevent a person from participating). Types of eligibility criteria include whether a study accepts healthy volunteers, has age or age group requirements, or is limited by sex.

Ages Eligible for Study

4 years to 10 years (CHILD)

Accepts Healthy Volunteers

Yes

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Enrolled in kindergarten, Grade 1, Grade 2, Grade 3, or Grade 4 at recruitment
  • Among the 12 students with the highest risk score on the Behavioral and Emotional Screening System 3 Behavioral and Emotional Screening System (BASC3-BESS) in the above grade span in their school (among those with parental consent for screening).

Exclusion Criteria: None

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: TREATMENT
  • Allocation: RANDOMIZED
  • Interventional Model: PARALLEL
  • Masking: NONE

Arms and Interventions

Participant Group / Arm

Participant Group / Arm

A group or subgroup of participants in a clinical trial that receives a specific intervention/treatment, or no intervention, according to the trial's protocol.
Intervention / Treatment

Intervention / Treatment

A process or action that is the focus of a clinical study. Interventions include drugs, medical devices, procedures, vaccines, and other products that are either investigational or already available. Interventions can also include noninvasive approaches, such as education or modifying diet and exercise.
EXPERIMENTAL: CBC Treatment Group
For this group, school staff who work with families and teachers to address student emotional and behavioral concerns will use the CBC model to do so.
Behavioral: Conjoint Behavioral Consultation (CBC)
Within the treatment group, CBC will be integrated into how a school-based specialist works with families and teachers of children with or at risk of severe emotional disturbance.
Other Names:
  • Teachers and Parents as Partners (TAPP)
NO_INTERVENTION: Control Group
For this group, school staff who work with families and teachers to address student emotional and behavioral concerns will engage in business as usual.

What is the study measuring?

Primary Outcome Measures

Primary Outcome Measures

In a clinical study's protocol, the planned outcome measure that is the most important for evaluating the effect of an intervention/treatment. Most clinical studies have one primary outcome measure, but some have more than one.
Outcome Measure
Measure Description
Time Frame
Child Externalizing Problems, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Externalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Externalizing Problems, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Externalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Externalizing Problems, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Externalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Externalizing Problems, Techer Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Externalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Internalizing Problems, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Internalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Internalizing Problems, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Internalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Internalizing Problems, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Internalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Internalizing Problems, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Internalizing Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Behavioral Symptoms, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Behavioral Symptoms subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Behavioral Symptoms, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Behavioral Symptoms subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Behavioral Symptoms, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Behavioral Symptoms subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Behavioral Symptoms, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Behavioral Symptoms subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Adaptive Skills, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Adaptive Skills subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Adaptive Skills, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Adaptive Skills subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Adaptive Skills, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Adaptive Skills subscale of the Behavior Assessment System for Children, Third Edition, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Adaptive Skills, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Adaptive Skills subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child School Problems, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the School Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child School Problems, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the School Problems subscale of the Behavior Assessment System for Children, Third Edition, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Social Skills, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Social Skills subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Social Skills, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Social Skills subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Social Skills, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Social Skills subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Social Skills, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Social Skills subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Problem Behaviors, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Problem Behaviors subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Problem Behaviors, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Problem Behaviors subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Problem Behaviors, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Problem Behaviors subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Problem Behaviors, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Problem Behaviors subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Autism Behaviors, Parent Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Autism Behaviors subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Autism Behaviors, Teacher Report, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in children's norm-referenced t-scores on the Autism Behaviors subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Child Autism Behaviors, Parent Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Autism Behaviors subscale of the Social Skills Improvement System Rating Scales, parent report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Child Autism Behaviors, Teacher Report, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in children's norm-referenced t-scores on the Autism Behaviors subscale of the Social Skills Improvement System Rating Scales, teacher report version.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Parenting Strategies: Consistent Discipline, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Consistent Discipline subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 11 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parenting Strategies: Consistent Discipline, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for the Consistent Discipline subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 11 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Parenting Strategies: Parental Acceptance, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Parental Acceptance subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 8 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parenting Strategies: Parental Acceptance, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for the Parental Acceptance subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 8 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Parenting Strategies: Positive Reinforcement, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Positive Reinforcement subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 12 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parenting Strategies: Positive Reinforcement, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for the Positive Reinforcement subscale of the Parenting Strategies instrument. Scores are calculated based on the mean rating across 12 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Teacher Strategies: Positive Strategies, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Positive Strategies subscale of the Teacher Strategies instrument. Scores are calculated based on the mean rating across 22 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Teacher Strategies: Inappropriate Strategies, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Inappropriate Strategies subscale of the Teacher Strategies instrument. Scores are calculated based on the mean rating across 9 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent-Teacher Relationship: Parent Perspective on Joining, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Joining subscale of the Parent-Teacher Relationship Scale II, parent version. Scores are calculated based on the mean rating across 19 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent-Teacher Relationship: Teacher Perspective on Joining, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Joining subscale of the Parent-Teacher Relationship Scale II, teacher version. Scores are calculated based on the mean rating across 19 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent-Teacher Relationship: Parent Perspective on Communication, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Communication subscale of the Parent-Teacher Relationship Scale, parent version. Scores are calculated based on the mean rating across 5 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent-Teacher Relationship: Teacher Perspective on Communication, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Communication subscale of the Parent-Teacher Relationship Scale, teacher version. Scores are calculated based on the mean rating across 5 items, with possible mean scores ranging from 1-5.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent Competence in Problem Solving, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Parent Competence in Problem Solving Scale. Scores are calculated based on the mean rating across 8 items, with possible mean scores ranging from 1-6.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Teacher Competence in Problem Solving, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for the Teacher Competence in Problem Solving Scale. Scores are calculated based on the mean rating across 8 items, with possible mean scores ranging from 1-6.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Parent Competence in Problem Solving, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for the Parent Competence in Problem Solving Scale. Scores are calculated based on the mean rating across 8 items, with possible mean scores ranging from 1-6.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Behavior Watch Student: Inappropriate Motor Activity, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Inappropriate Motor Activity on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Student: Inappropriate Motor Activity, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for Inappropriate Motor Activity on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Behavior Watch Student: Off Task, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Off Task on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Student: Off Task, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for Off Task on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Behavior Watch Student: On Task, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for On Task on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Student: On Task, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for On Task on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Behavior Watch Student: Appropriate Interactions, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Appropriate Interactions on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Student: Appropriate Interactions, Outcome 2
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Change in score for Appropriate Interactions on the Behavior Watch observation tool, student version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
Behavior Watch Teacher: Positive Tangible Consequences, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Positive Tangible Consequences on the Behavior Watch observation tool, teacher version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Teacher: Effective Command, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Effective Command on the Behavior Watch observation tool, teacher version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Teacher: Positive Attention, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Positive Attention on the Behavior Watch observation tool, teacher version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Teacher: Use of Reductive Techniques, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Use of Reductive Techniques on the Behavior Watch observation tool, teacher version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Behavior Watch Teacher: Negative Attention, Outcome 1
Time Frame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Change in score for Use of Negative Attention on the Behavior Watch observation tool, teacher version. Scores are calculated based on the rate observed for intervals recorded, with a possible score of 0.0-1.0.
Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Sponsor

The organization or person who initiates the study and who has authority and control over the study.
American Institutes for Research

Collaborators

Collaborators

An organization other than the sponsor that provides support for a clinical study. This support may include activities related to funding, design, implementation, data analysis, or reporting.
Wisconsin Center for Education Research
University of Nebraska College of Education and Human Sciences

Investigators

Investigators

A researcher involved in a clinical study. Related terms include site principal investigator, site sub-investigator, study chair, study director, and study principal investigator.
  • Principal Investigator: Andy Garbacz, PhD, University of Wisconsin, Madison

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (ACTUAL)

Study Start

The actual date on which the first participant was enrolled in a clinical study. The "anticipated" study start date is the date that the researchers think will be the study start date.
October 25, 2022

Primary Completion (ANTICIPATED)

Primary Completion

The date on which the last participant in a clinical study was examined or received an intervention to collect final data for the primary outcome measure. Whether the clinical study ended according to the protocol or was terminated does not affect this date. For clinical studies with more than one primary outcome measure with different completion dates, this term refers to the date on which data collection is completed for all the primary outcome measures. The "anticipated" primary completion date is the date that the researchers think will be the primary completion date for the study.
June 30, 2025

Study Completion (ANTICIPATED)

Study Completion

The date on which the last participant in a clinical study was examined or received an intervention/treatment to collect final data for the primary outcome measures, secondary outcome measures, and adverse events (that is, the last participant's last visit). The "anticipated" study completion date is the date that the researchers think will be the study completion date.
June 30, 2026

Study Registration Dates

First Submitted

First Submitted

The date on which the study sponsor or investigator first submitted a study record to ClinicalTrials.gov. There is typically a delay of a few days between the first submitted date and the record's availability on ClinicalTrials.gov (the first posted date).
April 5, 2022

First Submitted That Met QC Criteria

First Submitted That Met QC Criteria

The date on which the study sponsor or investigator first submits a study record that is consistent with National Library of Medicine (NLM) quality control (QC) review criteria. The sponsor or investigator may need to revise and submit a study record one or more times before NLM's QC review criteria are met. It is the responsibility of the sponsor or investigator to ensure that the study record is consistent with the NLM QC review criteria.
July 18, 2022

First Posted (ACTUAL)

First Posted

The date on which the study record was first available on ClinicalTrials.gov after National Library of Medicine (NLM) quality control (QC) review has concluded. There is typically a delay of a few days between the date the study sponsor or investigator submitted the study record and the first posted date.
July 20, 2022

Study Record Updates

Last Update Posted (ESTIMATE)

Last Update Posted

The most recent date on which changes to a study record were made available on ClinicalTrials.gov. There may be a delay between when the changes were submitted to ClinicalTrials.gov by the study's sponsor or investigator (the last update submitted date) and the last update posted date.
February 9, 2023

Last Update Submitted That Met QC Criteria

Last Update Submitted That Met QC Criteria

The most recent date on which the study sponsor or investigator submitted changes to a study record that are consistent with National Library of Medicine (NLM) quality control (QC) review criteria. It is the responsibility of the sponsor or investigator to ensure that the study record is consistent with the NLM QC review criteria.
February 7, 2023

Last Verified

Last Verified

The most recent date on which the study sponsor or investigator confirmed the information about a clinical study on ClinicalTrials.gov as accurate and current. If a study with a recruitment status of recruiting; not yet recruiting; or active, not recruiting has not been confirmed within the past 2 years, the study's recruitment status is shown as unknown.
February 1, 2023

More Information

Terms related to this study

Additional Relevant MeSH Terms

Other Study ID Numbers

Other Study ID Numbers

Identifiers or ID numbers other than the NCT number that are assigned to a clinical study by the study's sponsor, funders, or others. These numbers may include unique identifiers from other trial registries and National Institutes of Health grant numbers.
  • Systematic Efficacy CBC 2021

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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