Multi-level Determinants of Implementation and Sustainment in the Education Sector

The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.

Study Overview

• Status: Recruiting
• Conditions: Evidence Based Programs in Schools
• Intervention / Treatment: Behavioral: BEST in CLASS

Detailed Description

The goal of this study is to help understand how to successfully implement and sustain evidence based programs (EBP) in the education sector. The study will look at how questions such as what teacher, program, and school characteristics impact sustainment of the EBP BEST in CLASS, what modifications to BEST in CLASS represent a sustained program, and how do teacher, program, and school characteristics influence sustainment of BEST in CLASS.

• Study Type: Interventional
• Enrollment (Estimated): 588
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • Florida
    • Gainesville, Florida, United States, 32611
      • Recruiting
      • University of Florida
      • Contact: Maureen Conroy, PhD; Phone Number: 352-273-4382; Email: mconroy@coe.ufl.edu
  • Virginia
    • Richmond, Virginia, United States, 23298
      • Recruiting
      • Virginia Commonwealth University
      • Contact: Kevin Sutherland, PhD; Phone Number: 804-827-2652; Email: kssuther@vcu.edu

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 5 years and older (Child, Adult, Older Adult)
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

Teacher participants

• teach in general education Kindergarten, 1st, 2nd, or 3rd grade
• consent to participate
• proficient in English
• participated as a BEST in CLASS teacher who received coaching in the prior year

Family participants

• proficient in English
• have a school-age child or children
• consent to participate

Children participants

• enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom
• proficient in English
• at elevated risk for EBD
• demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating
• parental/guardian consent to participate

Exclusion Criteria:

Teacher participants

• do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades
• were not part of the BEST in CLASS intervention condition in the year prior
• do not consent to participate
• do not speak fluent English
• do not have at least one student that meets the inclusion criteria

Family participants

• do not speak proficient English
• do not provide consent
• do not have elementary aged children will be excluded.

Children participants

• caregivers do not provide permission for participation
• caregiver(s) do not speak proficient English
• are not proficient in English
• do not screen in as demonstrating risk for EBD

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: N/A
• Interventional Model: Single Group Assignment
• Masking: None (Open Label)

Number of Arms

1

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Implementation; Teachers will implement the BEST in CLASS treatment in their classrooms	Behavioral: BEST in CLASS; BEST in CLASS is a Tier-2 evidence based program (EBP) that has demonstrated effectiveness at reducing children's Disruptive Behavior Problems (DBPs) and risk for Emotional and Behavioral Disorders (EBDs)

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in Program Adherence	Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Adherence scale. The TIES-A is an 18 item scale of BEST in CLASS practices. Teachers are rated on the presence (use) of each practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 18 to 126. Higher scores are associated with greater adherence.	baseline to 9 months
Change in Program Competence	Change in the degree to which the teacher adheres to the BEST in CLASS treatment during observations as measure by the TREATMENT INTEGRITY INSTRUMENT FOR ELEMENTARY SETTINGS (TIES) Competence scale. The TIES-C is an 18 item scale of BEST in CLASS practices. For all practices observed (greated than 1 on the Adherence scale) teachers are rated on the competency of their use of the practice on a scale from 1 (not at all) to 7 (extensively). Scores are summed giving a range of 0 to 126. Higher scores are associated with greater competence.	baseline to 9 months
Change in student disruptive behavior problems	Student disruptive behaviors will be measured by the Social Skills Improvement System (SSIS) total problems scale. Higher scores represent more problem behaviors.	Baseline to 9 months
Change in student prosocial behavior	Student prosocial behaviors will be measured by the Social Skills Improvement System (SSIS) social skills scale. Higher scores represent more prosocial behavior.	Baseline to 9 months

Collaborators and Investigators

• Sponsor: Virginia Commonwealth University
• Collaborators: National Institute of Mental Health (NIMH)
• Investigators: Principal Investigator: Bryce D McLeod, PhD, Virginia Commonwealth University

Study record dates

Study Major Dates

• Study Start (Actual): October 13, 2021
• Primary Completion (Estimated): June 1, 2024
• Study Completion (Estimated): June 1, 2024

Study Registration Dates

• First Submitted: June 10, 2020
• First Submitted That Met QC Criteria: June 10, 2020
• First Posted (Actual): June 12, 2020

Study Record Updates

• Last Update Posted (Actual): July 14, 2023
• Last Update Submitted That Met QC Criteria: July 13, 2023
• Last Verified: July 1, 2023

More Information

Terms related to this study

• Other Study ID Numbers: HM20019081; R01MH124439 (U.S. NIH Grant/Contract)

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No