Classroom Behavior Support (CBS) Project

NCT05137327 | Completed

• 2 other identifiers: 19-F-16R324A190154
• Study Type: interventional
• Target: 125
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of the study is to conduct a randomized clinical trial to evaluate the impact of the Classroom Behavior Support Program (CBS; a multi-component, individually-tailored teacher consultation program) on teachers' classroom management practices (universal and targeted) and resulting student behavioral and educational outcomes relative to a best practices comparison consultation condition.

Conditions

ADHD

Keywords

inattention; disruptive behavior

Outcome Measures

Primary Outcomes (4)

• Teacher Percent Appropriate Response to Rule Violation (ARRV) - Whole Class (Tier 1 Teacher Outcome)

  Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

  Growth from baseline through study completion, an average of 8 months

• Teacher Percent Appropriate Response to Rule Violation (ARRV) - Target Student (Tier 2 Teacher Outcome)

  Once the target student is identified and consented (typically 2 months after the start of school), target student behaviors are observed using the Using the Student Behavior-Teacher Response (SBTR) observation system. Each target student rule violation is tallied using a frequency count procedure. Following each rule violation, teacher responses are coded. Investigators calculate a percent appropriate response for each observation. Scores range from 0% to 100%; higher scores represent better response. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

  Growth from baseline through study completion, an average of 6 months

• Whole Class Student Rule Violations (Tier 1 Student Outcome)

  Using the Student Behavior-Teacher Response (SBTR) observation system, each student rule violation is tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more classwide rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

  Change from baseline through study completion, an average of 8 months

• Target Student Rule Violations (Tier 2 Student Outcome)

  Using the Student Behavior-Teacher Response (SBTR) observation system, target student rule violations are tallied using a frequency count procedure. Using the observation duration, investigators calculate a rate per hour. Scores range from 0 to any upper limit; higher numbers represent more target student rule violations per hour. Observations are conducted weekly for the duration of the trial (30-minutes each). Data are averaged across observations between consultation sessions.

  Change from baseline through study completion, an average of 6 months

Secondary Outcomes (11)

• Teacher Rate of Praise - Whole Class (Tier 1 Teacher Outcome)

  Change from baseline through study completion, an average of 8 months

• Teacher Rate of Praise - Target Student (Tier 2 Teacher Outcome)

  Change from baseline through study completion, an average of 6 months

• Teacher Rate of Opportunities to Respond (OTR) - Whole Class (Tier 1 Teacher Outcome)

  Change from baseline through study completion, an average of 8 months

• Teacher Ratings of Target Student Academic Performance - (Tier 2 Student Outcome)

  Growth from baseline through study completion, an average of 6 months

• Teacher Ratings of Target Student Behavior - (Tier 2 Student Outcome)

  Change from baseline through study completion, an average of 6 months

Study Arms (2)

Classroom Behavior Support (CBS) Condition

EXPERIMENTAL

Consultants follow the problem-solving process used in the comparison condition and attempt to address barriers to integrity using the knowledge, skills, beliefs, or stress components in the CBS manual. Consultants conduct a Values Interview, so teacher values can be used in the individual goal setting and decision making process. Consultants are trained to (a) incorporate the teacher's values into the problem-solving process, (b) elicit change talk from teachers using techniques borrowed from Motivational Interviewing, and (c) engage in Socratic questioning and cognitive restructuring for beliefs that may be barriers to integrity (e.g., "should" statements). Enhanced performance feedback involves highlighting connections between teacher integrity and child outcomes and using this as a catalyst for a knowledge, skills, beliefs, or stress component. Consultants use change rulers to elicit motivation to achieve the stated goals.

Behavioral: Classroom Behavior Support (CBS) Condition

Standard Problem Solving Comparison Condition

ACTIVE COMPARATOR

Consultation in the comparison condition follows a 5-step problem solving approach and provide brief performance feedback procedures that mirror (in duration, content, and process) best practice procedures (Gilbertson et al., 2007; Noell et al., 1997). The guiding principles for this condition are that the performance feedback portion of the session should be limited to 5 to 10 minutes and unless the teacher initiates discussion of other content, the problem solving should remain student-focused, rather than teacher-focused. Discussion on teacher values and beliefs, and attempts to facilitate change talk, are contra-indicated. If the teacher initiates discussion of knowledge, beliefs, or skills, the consultant may answer questions, but may not use strategies associated with Motivational Interview or Cognitive-Behavioral Therapy (CBT) or strategies in CBS condition. We have separate scripts and checklists for each condition.

Behavioral: Standard Problem Solving Consultation

Interventions

Classroom Behavior Support (CBS) Condition BEHAVIORAL

An individualized teacher consultation program that includes observation and performance feedback and techniques borrowed from Motivational Interviewing and Cognitive Behavioral Therapy (CBS). It is designed to address barriers to implementation and improve teacher practices and student outcomes.

Classroom Behavior Support (CBS) Condition

Standard Problem Solving Consultation BEHAVIORAL

A standard problem solving approach to teacher consultation that includes observation and brief performance feedback. It represents current best practice in teacher consultation.

Standard Problem Solving Comparison Condition

Eligibility Criteria

• Age: 5 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Teacher of a general education class in a participating elementary school (teacher grades K-6th grade) with at least one of the following from observation screening data.
• Below 51% response to student rule violations;
• A rate of praise per hour that falls below the 30th percentile for teachers of the same grade;
• A rate of student rule violations that exceeds the 70th percentile for that grade.
• Student must spend at least 50% of his/her day in the teacher's classroom
• Student must receive at three or more scores that are lower than a 3 on a positive Daily Behavior Rating (DBR) subscale or three or more scores higher than 3 on a negative DBR subscale.
• Parents must provide consent.

You may not qualify if:

• STUDENT: Special education eligibility of cognitive disability, autism, or multiple disability.

Sponsors & Collaborators

• Ohio University: lead

Study Sites (1)

Ohio University

Athens, Ohio, 45701', United States

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity; Problem Behavior

Interventions

Cystathionine beta-Synthase

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders; Behavioral Symptoms; Behavior; Child Behavior

Intervention Hierarchy (Ancestors)

Hydro-Lyases; Carbon-Oxygen Lyases; Lyases; Enzymes; Enzymes and Coenzymes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Masking Details: Teachers are unaware of the consultation condition to which they are assigned.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor of Psychology

Model Details: Within a given school building, teachers will be stratified on three characteristics prior to randomization: (1) grade bands (K-2 and 3-5), (2) Global Classroom Management Competencies based on baseline observations and (3) teacher beliefs based on baseline ratings. This will ensure that similar numbers of teachers with these characteristics are in each condition.

Study Record Dates

• First Submitted: November 28, 2021
• First Posted: November 30, 2021
• Study Start: August 12, 2021
• Primary Completion: June 1, 2024
• Study Completion: June 15, 2024
• Last Updated: July 18, 2024

Record last verified: 2023-12

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF
• Time Frame: This will become available 1 year after the end of the study and will be available for 10 years after we publish the main findings of the study.
• Access Criteria: Receiving parties must (a) identify the primary contact person and multiple means of contact, (b) identify any other persons who will have access to the data, (c) specify the research questions and the nature of the analyses, and confirm that the contact person/s has the expertise to use the data to achieve those goals, (d) specify the planned outlet for the findings, and (e) sign an agreement that (1) they will maintain the dataset in a private and confidential location, not share the data with any parties outside those specified in (a) and (b), and not manipulate the data for the purposes of attempting to identify participants, and (2) they will give Drs. Owens and Evans the opportunity to review and comment on any product prior to dissemination, and give them the opportunity to be a co-author on the product if desired.

Locations

US (1)