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| ID | Type | Description | Link |
|---|---|---|---|
| R44MD013619 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| National Institute on Minority Health and Health Disparities (NIMHD) | NIH |
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After development of the Talk Stem Familia (TSF) smart-speaker application prototype, the study will evaluate the prototype's efficacy in a within-subjects pre-post design study. The sample will contain 50 parent-student/child dyads who will use the Alexa skill app for 6 weeks.
Participants will receive an Echo Dot device enabled with the application prototype using a research Amazon account created for each dyad. The Echo Dot devices will be preconfigured by project staff onto research Amazon accounts. Parents will come to one of several orientation sessions to obtain their device and set-up instructions; staff will provide follow-up phone support as needed. Usage data will show how much the device is used by each dyad. To ensure exposure to TSF, parents will be asked to engage at least 3 times per week; project staff will prompt parents bi-weekly (via text, email, device notification, phone) during the 6-week intervention to encourage usage and provide needed technical support.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Talk STEM Familia App | Experimental | This arm will test the feasibility of the Talk STEM Familia app to improve English language acquisition and family engagement and promote long-term educational and health outcomes among first- and second-generation Latino families. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Talk STEM Familia app | Behavioral | The Talk STEM Familia app will be used to improve access to sound instruction in scientific academic vocabulary through the development of a technology-enhanced, culturally responsive smart-speaker tool that engages Latino families in culturally responsive academic language acquisition and practice in the home setting. |
| Measure | Description | Time Frame |
|---|---|---|
| Student Academic Vocabulary Knowledge in English | The Student Academic Vocabulary Knowledge in English measure includes 18 multiple choice questions on the 18 words taught in the TSF app. The student chooses the correct word meaning from among four (4) possible responses. Students receive one point for each word correctly identified and points are summed across the 18 items. Scores can range from 0-18 and a higher score indicates greater vocabulary knowledge. | Baseline (pretest) and 6 weeks (posttest) |
| Parent Academic Vocabulary Knowledge in Spanish | The Parent Academic Vocabulary Knowledge in Spanish measure includes 18 multiple choice questions on the 18 words taught in the TSF app. The parent chooses the correct word meaning from among four (4) possible responses. Parents receive one point for each word correctly identified and points are summed across the 18 items. Scores can range from 0-18 and a higher score indicates greater vocabulary knowledge. | Baseline (pretest) and 6 weeks (posttest) |
| Student Academic Vocabulary Usage in English | The Student Academic Vocabulary Usage in English measure includes 18 true/false questions testing student knowledge of correct usage of the 18 academic vocabulary words taught in the TSF app. | Baseline (pretest) and 6 weeks (posttest) |
| Parent Academic Vocabulary Usage in Spanish | The Parent Academic Vocabulary Usage in Spanish measure includes 18 true/false questions testing student knowledge of correct usage of the 18 academic vocabulary words taught in the TSF app. | Baseline (pretest) and 6 weeks (posttest) |
| Measure | Description | Time Frame |
|---|---|---|
| Student Engagement Instrument | The Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) consists of three subscales (future aspirations and goals, 5 items, r = .80, family support for learning, 6 items, r = .79, and control and relevance of school work, 9 items, r = 70). The SEI scale for each item ranges from 1-"Strongly disagree" to 5- "Strongly agree" with 5 indicating greater self-efficacy (more positive). A sum score was computed for each subscale. For future aspirations the scores can range from 5 to 25 and a higher score indicates a more positive outcome; greater self-efficacy for future aspirations. For family support for learning the score can range from 6 to 30 and a higher scores indicates a more positive outcome; greater self-efficacy for family support for learning. For control and relevance of school work the scores can range from 9 to 45 and a greater score indicates a more positive outcome; greater self-efficacy for control and relevance of school work. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| David R. Smith, PhD | Oregon Research Behavioral Intervention Strategies, Inc. | Study Chair |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Oregon Research Behavioral Intervention Strategies, Inc. | Eugene | Oregon | 97403 | United States |
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| ID | Title | Description |
|---|---|---|
| FG000 | Talk STEM Familia App | This arm will test the feasibility of the Talk STEM Familia app to improve English language acquisition and family engagement and promote long-term educational and health outcomes among first- and second-generation Latino families. Talk STEM Familia app: The Talk STEM Familia app will be used to improve access to sound instruction in scientific academic vocabulary through the development of a technology-enhanced, culturally responsive smart-speaker tool that engages Latino families in culturally responsive academic language acquisition and practice in the home setting. |
| Title | Milestones | Reasons Not Completed | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
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Latinx, English-learner, parent/student dyads.
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| ID | Title | Description |
|---|---|---|
| BG000 | Talk STEM Familia App | This arm will test the feasibility of the Talk STEM Familia app to improve English language acquisition and family engagement and promote long-term educational and health outcomes among first- and second-generation Latino families. Talk STEM Familia app: The Talk STEM Familia app will be used to improve access to sound instruction in scientific academic vocabulary through the development of a technology-enhanced, culturally responsive smart-speaker tool that engages Latino families in culturally responsive academic language acquisition and practice in the home setting. |
| Units | Counts |
|---|---|
| Participants |
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| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Parent participants reported age in years on demographic survey. Student participants had to be in 3rd -6th grade to be eligible to participate. Age was extrapolated from grade-level. |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Student Academic Vocabulary Knowledge in English | The Student Academic Vocabulary Knowledge in English measure includes 18 multiple choice questions on the 18 words taught in the TSF app. The student chooses the correct word meaning from among four (4) possible responses. Students receive one point for each word correctly identified and points are summed across the 18 items. Scores can range from 0-18 and a higher score indicates greater vocabulary knowledge. | Latinx, English-learner students. | Posted | Mean | Standard Deviation | Number of correct responses | Baseline (pretest) and 6 weeks (posttest) |
|
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No adverse events (Deaths, serious adverse events, and nonserious adverse events) were assessed or reported for study participants.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Talk STEM Familia App | This arm will test the feasibility of the Talk STEM Familia app to improve English language acquisition and family engagement and promote long-term educational and health outcomes among first- and second-generation Latino families. Talk STEM Familia app: The Talk STEM Familia app will be used to improve access to sound instruction in scientific academic vocabulary through the development of a technology-enhanced, culturally responsive smart-speaker tool that engages Latino families in culturally responsive academic language acquisition and practice in the home setting. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Jessie Marquez | Oregon Research Behavioral Intervention Strategies, Inc. dba Behavioral Influents Innovations | 541-484-2123 | jessie.marquez@influentsin.com |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Nov 6, 2018 | Aug 1, 2022 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Nov 6, 2018 | Aug 4, 2022 | ICF_001.pdf |
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One-arm, single-group, feasibility study with parent/student dyads.
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| Baseline (pretest) and 6 weeks (posttest) |
| The Efficacy to Influence School-related Performance Subscale of the Parental Self-Efficacy Scale | The Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001) (completed in Spanish) to measure useful factors that reflect parents' perceptions of whether they can influence their child's academic performance. The PSES consists of 8 items on a 9-point scale ranging from 1 = "nothing" to 9 = "a great deal" . The measure has an internal reliability of .87. A mean composite score was computed and the scores can range from 1 to 9 with a higher score indicating a more positive outcome; greater levels of self-efficacy. | Baseline (pretest) and 6 weeks (posttest) |
| Student Academic Language Learning Behaviors | The Student Academic Language Learning Behaviors measure includes 11 items asking students to estimate the frequency of discrete learning behaviors such as saying "scientific" words out loud in English and using "scientific" words in sentences. The measure uses a 4-point scale of frequency with 1 being "Not at all" and 4 being " 3-4 times a week." A sum score for the 11 items was computed and the scores could range from 11 to 44. Higher scores indicate a more positive outcome; greater frequency of behaviors. | Baseline (pretest) and 6 weeks (posttest) |
| Parent Academic Enabling Behaviors | The Parent Academic Enabling Behaviors measure includes 13 items asking parents to estimate the frequency of their discrete academic enabling behaviors, such as helping their child learn the meaning of "scientific" words and using "scientific" words in a conversation with their child. The measure uses a 4-point scale of frequency with 1 being "Not at all" and 4 being " 3-4 times a week." A sum score including all 13 items was computed and can range between 13 and 52. Higher scores indicate a more positive outcome; greater frequency of behaviors. | Baseline (pretest) and 6 weeks (posttest) |
| Count of Participants |
| Participants |
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| Sex: Female, Male | Baseline participants were 50 parent-student dyads, 50 parents and 50 students. Parent and student data were analyzed separately. | Count of Participants | Participants |
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| Race/Ethnicity, Customized | Race/ethnicity information was only collected from parent participants. | Count of Participants | Participants |
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| Primary | Parent Academic Vocabulary Knowledge in Spanish | The Parent Academic Vocabulary Knowledge in Spanish measure includes 18 multiple choice questions on the 18 words taught in the TSF app. The parent chooses the correct word meaning from among four (4) possible responses. Parents receive one point for each word correctly identified and points are summed across the 18 items. Scores can range from 0-18 and a higher score indicates greater vocabulary knowledge. | Latinx English learner parents | Posted | Mean | Standard Deviation | Number of correct responses | Baseline (pretest) and 6 weeks (posttest) |
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| Primary | Student Academic Vocabulary Usage in English | The Student Academic Vocabulary Usage in English measure includes 18 true/false questions testing student knowledge of correct usage of the 18 academic vocabulary words taught in the TSF app. | Latinx, English-learner students. | Posted | Mean | Standard Deviation | percentage of correct responses | Baseline (pretest) and 6 weeks (posttest) |
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| Primary | Parent Academic Vocabulary Usage in Spanish | The Parent Academic Vocabulary Usage in Spanish measure includes 18 true/false questions testing student knowledge of correct usage of the 18 academic vocabulary words taught in the TSF app. | Latinx, English-learner parents. | Posted | Mean | Standard Deviation | percentage of correct responses | Baseline (pretest) and 6 weeks (posttest) |
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| Secondary | Student Engagement Instrument | The Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) consists of three subscales (future aspirations and goals, 5 items, r = .80, family support for learning, 6 items, r = .79, and control and relevance of school work, 9 items, r = 70). The SEI scale for each item ranges from 1-"Strongly disagree" to 5- "Strongly agree" with 5 indicating greater self-efficacy (more positive). A sum score was computed for each subscale. For future aspirations the scores can range from 5 to 25 and a higher score indicates a more positive outcome; greater self-efficacy for future aspirations. For family support for learning the score can range from 6 to 30 and a higher scores indicates a more positive outcome; greater self-efficacy for family support for learning. For control and relevance of school work the scores can range from 9 to 45 and a greater score indicates a more positive outcome; greater self-efficacy for control and relevance of school work. | Posted | Mean | Standard Deviation | score on a scale | Baseline (pretest) and 6 weeks (posttest) |
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| Secondary | The Efficacy to Influence School-related Performance Subscale of the Parental Self-Efficacy Scale | The Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001) (completed in Spanish) to measure useful factors that reflect parents' perceptions of whether they can influence their child's academic performance. The PSES consists of 8 items on a 9-point scale ranging from 1 = "nothing" to 9 = "a great deal" . The measure has an internal reliability of .87. A mean composite score was computed and the scores can range from 1 to 9 with a higher score indicating a more positive outcome; greater levels of self-efficacy. | Latinx, English-learner parents. | Posted | Mean | Standard Deviation | score on a scale | Baseline (pretest) and 6 weeks (posttest) |
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| Secondary | Student Academic Language Learning Behaviors | The Student Academic Language Learning Behaviors measure includes 11 items asking students to estimate the frequency of discrete learning behaviors such as saying "scientific" words out loud in English and using "scientific" words in sentences. The measure uses a 4-point scale of frequency with 1 being "Not at all" and 4 being " 3-4 times a week." A sum score for the 11 items was computed and the scores could range from 11 to 44. Higher scores indicate a more positive outcome; greater frequency of behaviors. | Latinx, English-learner students. | Posted | Mean | Standard Deviation | score on a scale | Baseline (pretest) and 6 weeks (posttest) |
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| Secondary | Parent Academic Enabling Behaviors | The Parent Academic Enabling Behaviors measure includes 13 items asking parents to estimate the frequency of their discrete academic enabling behaviors, such as helping their child learn the meaning of "scientific" words and using "scientific" words in a conversation with their child. The measure uses a 4-point scale of frequency with 1 being "Not at all" and 4 being " 3-4 times a week." A sum score including all 13 items was computed and can range between 13 and 52. Higher scores indicate a more positive outcome; greater frequency of behaviors. | Latinx, English-learner students. | Posted | Mean | Standard Deviation | score on a scale | Baseline (pretest) and 6 weeks (posttest) |
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| Future aspirations post-test |
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| Family support pre-test |
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| Family support post-test |
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| The statistical analyses for the Student Self-Efficacy, in terms of type of statistical test, method, and the comments which we state within-subjects paired t-tests, are the same for each of the three subscales that make up Student Self-Efficacy (i.e., Relevance to schoolwork, Future aspirations, and Family support). | t-test, 2 sided | Investigators tested whether pre-test to post-test change was significantly greater than 0 at P<0.05. | .909 | Mean Difference (Final Values) | 0.05 | 2-Sided | Superiority |
| The statistical analyses for the Student Self-Efficacy, in terms of type of statistical test, method, and the comments which we state within-subjects paired t-tests, are the same for each of the three subscales that make up Student Self-Efficacy (i.e., Relevance to schoolwork, Future aspirations, and Family support). | t-test, 2 sided | .905 | Mean Difference (Final Values) | 0.07 | 2-Sided | Investigators tested whether pre-test to post-test change was significantly greater than 0 at P<0.05. | Superiority |