School-Based Mental Health Services for Urban Children

NCT00612690 | Completed Results

• 2 other identifiers: R01MH073749DSIR 82-SECHC
• Study Type: interventional
• Target: 482
• Locations: 1 country
• Sites: 1

Brief Summary

This study will evaluate the effectiveness of school- and home-based mental health services and training modules in supporting learning and behavior in financially disadvantaged children who live in urban areas.

Conditions

Conduct Disorder; Oppositional Defiant Disorder; Attention Deficit Disorder With Hyperactivity

Keywords

Children; School-Based Mental Health Services; Urban Poverty

Outcome Measures

Primary Outcomes (1)

• Social Skills Rating System (Parent Report)

  This rating scale was completed by parents to assess how frequently their child engaged in a range of disruptive, prosocial, and academic behaviors (0 = Never to 2 = Very Often). Normative data are provided by age and sex and the measure was standardized on a heterogeneous population of which one third were urban and 28% were minorities. The scale score, Social Skills, was the primary outcome measure. Scores are rated on a scale of 0 (Never) to 2 (Very Often). The scale score, Social Skills, containing 38 items, was the primary outcome measure. Scores range from 0 to 76 with higher scores indicating improved social skills.

  Measured at pre- and post-school year for 3 years

Secondary Outcomes (1)

• The Academic Competence Evaluation Scale (ACES)

  Measured at pre- and post-school year for 3 years

Study Arms (2)

Links to Learning

EXPERIMENTAL

Participants received the community mental health consultation model program.

Behavioral: Community mental health consultation model program

Services as Usual

ACTIVE COMPARATOR

Participants received treatment as usual and referrals.

Behavioral: Treatment as usual (TAU)

Interventions

Community mental health consultation model program BEHAVIORAL

The community mental health consultation model program included collaboration among community mental health providers and (1) parent advocates to effectively maintain families in a school-based mental health program, (2) classroom teachers to enhance children's academic performance, and (3) peer-identified influential teachers to influence classroom teachers' use of behavior management strategies. This model further focused on the strongest teacher and parent predictors of student learning.

Also known as: Links to Learning (L2L)

Links to Learning

Treatment as usual (TAU) BEHAVIORAL

TAU included referral to community mental health clinic-based services, where participants received standard care for mental health-related problems.

Services as Usual

Eligibility Criteria

• Age: 5 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Student in kindergarten through 4th grade in a participating school
• Diagnosis of conduct disorder, oppositional defiant disorder, or attention deficit hyperactivity disorder as confirmed by parent and/or teacher report
• Parents and teachers of these students were also eligible to participate

You may not qualify if:

• Severe developmental or medical disability
• Note: Teachers, parents, and mental health providers of the children enrolled in the study were also consented as per directions from our Institutional Review Board (IRB) because we were asking about sensitive information. Therefore, the ages listed below are for the children enrolled in the study as this was the determining criteria for study participation. Ages of participating adults (i.e., parents and teachers) were included in Baseline Characteristics to provide a complete description of the study participants. However, although adults participated in the study, the eligibility criteria were based on child characteristics as noted above.

Sponsors & Collaborators

• University of Illinois at Chicago: lead
• National Institute of Mental Health (NIMH): collaborator

Study Sites (1)

University of Illinois at Chicago, Institute for Juvenile Research

Chicago, Illinois, 60608, United States

Location

Related Publications (5)

• Mehta TG, Atkins MS, Frazier SL. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning. School Ment Health. 2013 Sep 1;5(3):144-154. doi: 10.1007/s12310-012-9099-4.

  PMID: 23935763 BACKGROUND

• Neal JW, Neal ZP, Atkins MS, Henry DB, Frazier SL. Channels of change: contrasting network mechanisms in the use of interventions. Am J Community Psychol. 2011 Jun;47(3-4):277-86. doi: 10.1007/s10464-010-9403-0.

  PMID: 21181552 BACKGROUND

• Neal, JW, Shernoff, ES, Frazier, S.L, Stachowicz, E, Frangos, U, & Atkins, MS (2008). Change from within: Engaging teacher key opinion leaders in the diffusion of interventions in urban schools. The Community Psychologist, 41:2, 53-57

  BACKGROUND

• Atkins MS, Frazier SL. Expanding the Toolkit or Changing the Paradigm: Are We Ready for a Public Health Approach to Mental Health? Perspect Psychol Sci. 2011 Sep;6(5):483-7. doi: 10.1177/1745691611416996.

  PMID: 26168200 BACKGROUND

• Atkins MS, Hoagwood KE, Kutash K, Seidman E. Toward the integration of education and mental health in schools. Adm Policy Ment Health. 2010 Mar;37(1-2):40-7. doi: 10.1007/s10488-010-0299-7.

  PMID: 20309623 BACKGROUND

MeSH Terms

Conditions

Conduct Disorder; Oppositional Defiant Disorder; Attention Deficit Disorder with Hyperactivity

Interventions

Therapeutics

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Limitations and Caveats

This study was conducted in high poverty urban communities and therefore there were many impediments to recruitment and retention such as school closings and family migration.

Results Point of Contact

• Title: Marc S. Atkins, Ph.D.
• Organization: University of Illinois at Chicago

atkins@uic.edu

312-413-1048

Study Officials

• Marc S. Atkins, PhD

  University of Illinois at Chicago

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor

Study Record Dates

• First Submitted: January 22, 2008
• First Posted: February 12, 2008
• Study Start: June 1, 2005
• Primary Completion: May 1, 2010
• Study Completion: May 1, 2010
• Last Updated: June 4, 2014
• Results First Posted: June 4, 2014

Record last verified: 2014-05

Locations

US (1)