Teachers and Parents as Partners During Middle School
研究概览
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
-
-
Wisconsin
-
Madison、Wisconsin、美国、53706
- University of Wisconsin-Madison
-
-
参与标准
资格标准
适合学习的年龄
接受健康志愿者
有资格学习的性别
描述
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.
Exclusion Criteria:
- Students who do not meet the inclusion criteria will be excluded from participation, which includes their parent(s), teachers, and other school personnel. Students also may not be eligible if they have mental health concerns that may not be appropriate for Teachers and Parents as Partners or a research project (e.g., some internalizing problems, students who pose an risk of harming themselves).
学习计划
研究是如何设计的？
设计细节
- 主要用途：治疗
- 分配：不适用
- 介入模型：单组作业
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：TAPP Intervention
The Teachers and Partners intervention will be provided
|
A family-school partnership intervention to improve the home-school connection, parenting and teaching strategies, and child behavior outcomes.
其他名称：
|
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Direct Behavior Ratings (change over time)
大体时间：up to 32 weeks
|
Parents and teachers provide ratings of child behavior
|
up to 32 weeks
|
其他结果措施
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Teacher report of student work completion (change over time)
大体时间：up to 32 weeks
|
Teacher reported student work completion
|
up to 32 weeks
|
|
Monitoring Scale (change over time)
大体时间：up to 32 weeks
|
Parent Monitoring Knowledge of child activities
|
up to 32 weeks
|
|
Problem solving competencies
大体时间：up to 32 weeks
|
Parent and teacher reported problem solving competencies
|
up to 32 weeks
|
|
Parent-teacher relationship scale (change over time)
大体时间：up to 32 weeks
|
Parents and teacher report on the parent-teacher relationship
|
up to 32 weeks
|
|
Behavior Intervention Rating Scale Revised
大体时间：up to 32 weeks
|
Parent, teacher, and student satisfaction with procedures
|
up to 32 weeks
|
合作者和调查者
调查人员
- 首席研究员：Andy Garbacz、University of Wisconsin, Madison
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.