Students With Involved Families and Teachers (SWIFT-RCT)

Efficacy of the Students With Involved Families and Teachers (SWIFT) Program for Students With Emotional and Behavioral Disorders

PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school.

SETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program.

POPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities.

INTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.

SERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.

Study Overview

• Status: Recruiting
• Conditions: Parenting; Emotional Regulation; Adolescent Behavior
• Intervention / Treatment: Behavioral: Students with Involved Families and Teacher Program; Behavioral: Services As Usual

• Study Type: Interventional
• Enrollment (Estimated): 320
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Courtenay Padgett; Phone Number: 1332 541-485-2711; Email: courtp@oslc.org
• Study Contact Backup: Name: Abby Murphy; Phone Number: 1115 541-485-2711; Email: abbym@oslc.org

Study Locations

• United States
  • Oregon
    • Eugene, Oregon, United States, 97401
      • Recruiting
      • Oregon Social Learning Center
      • Contact: Ted Donahue; Phone Number: 1178 541-485-2711; Email: tedd@oslc.org
      • Contact: Julie Stubbs; Phone Number: 1322 541-485-2711; Email: julies@oslc.org
      • Principal Investigator: Rohanna Buchanan, PhD

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child
• Accepts Healthy Volunteers: No

Description

Inclusion Criteria:

• Students in grades 5 through 8
• In school districts in the the Lane Education Service District
• Eligible for or at risk of eligibility for special education services for emotional or behavior disorders
• Transitioning or at risk of transitioning between school settings or placements
• English or Spanish speaking

Exclusion Criteria:

• Students receiving intensive family and school support services from local community mental health agencies
• Students with a hearing or vision impairment that would limit participation in the program components or the assessment protocol.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Prevention
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Treatment Arm; The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students. SWIFT students will continue to receive any school-based services that were receiving prior to entering the study.	Behavioral: Students with Involved Families and Teacher Program; The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.; Other Names: SWIFT
Active Comparator: Services As Usual Control; The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.	Behavioral: Services As Usual; The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.; Other Names: SAU

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline	Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline	Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline	Academic outcomes measured by youth grades. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline	Academic outcomes measured by EasyCBM score. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline
Mean Changes in Parenting Outcomes from Baseline to 6 Months Post-Baseline	Parenting outcomes measured by the Parenting Practices Questionnaire. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Stability in School Placement from Baseline to 6 Months	Measured by number of school placement moves. Measured at Baseline and 6 months post-Baseline.	Baseline to 6 Months Post-Baseline
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months	Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months	Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 12 Months Post-Baseline	Academic outcomes measured by youth grades. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 12 Months Post-Baseline	Academic outcomes measured by EasyCBM score. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Mean Changes in Parenting Outcomes from Baseline to 12 Months Post-Baseline	Parenting outcomes measured by the Parenting Practices Questionnaire. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Stability in School Placement from Baseline to 12 Months	Measured by number of school placement moves. Measured at Baseline and 12 months post-Baseline.	Baseline to 12 Months Post-Baseline
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 18 Months	Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 18 Months	Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 18 Months Post-Baseline	Academic outcomes measured by youth grades. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline
Mean Changes in Youth Academic Outcomes from Baseline to 18 Months Post-Baseline	Academic outcomes measured by EasyCBM score. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline
Mean Changes in Parenting Outcomes from Baseline to 18 Months Post-Baseline	Parenting outcomes measured by the Parenting Practices Questionnaire. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline
Stability in School Placement from Baseline to 18 Months	Measured by number of school placement moves. Measured at Baseline and 18 months post-Baseline.	Baseline to 18 Months Post-Baseline

Collaborators and Investigators

• Sponsor: Oregon Social Learning Center
• Investigators: Principal Investigator: Rohanna Buchanan, PhD, Oregon Social Learning Center

Study record dates

Study Major Dates

• Study Start (Actual): December 22, 2021
• Primary Completion (Estimated): January 31, 2025
• Study Completion (Estimated): June 30, 2026

Study Registration Dates

• First Submitted: February 22, 2023
• First Submitted That Met QC Criteria: May 26, 2023
• First Posted (Actual): June 6, 2023

Study Record Updates

• Last Update Posted (Actual): June 6, 2023
• Last Update Submitted That Met QC Criteria: May 26, 2023
• Last Verified: May 1, 2023

More Information

Terms related to this study

• Keywords: Positive Parenting; Academic Success; Behavior Regulation
• Other Study ID Numbers: R324A190122

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: YES
• IPD Plan Description: Per IES requirements...

Drug and device information, study documents

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