Implementation Strategy Resource Package for Behavioral Classroom Interventions: Pilot Test

Promoting Implementation of Behavioral Classroom Interventions for Children With ADHD in Urban Schools: A Pilot Test, Aim 3

The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.

Schools are an accessible and ecologically valid setting for children with hyperactivity, inattentive, or impulsive behaviors to receive evidence-based interventions to reduce symptoms and improve functioning. Behavioral classroom management interventions are well-established treatments for elementary-school age children with, but they can often be challenging for teachers to use. It is therefore important to develop and test implementation strategies in promoting teachers' use of behavioral classroom management interventions and in improving child outcomes. The purpose of this study is to pilot test for feasibility and initial promise an implementation strategy resource package that aims to support teachers in using behavioral classroom management interventions for children with hyperactive, inattentive, or impulsive behaviors. Participating teachers will be randomized to receive the resource package or support as usual and the research team will examine, a) teacher implementation of behavioral classroom interventions and b) mental health outcomes for enrolled children.

Inclusion Criteria:

Teachers:

• A K-5 teacher at a participating school within the School District of Philadelphia
• Teach at a participating school
• Informed consent

Children:

• Is in a K-5 class of a participating teacher
• Nominated for participation by the participating teacher
• Identified by their participating teacher as displaying impairment related to inattention, hyperactivity or impulsivity
• Informed consent and assent if appropriate

Parents/Legal Guardians:

• Parent or legal guardian of child
• Identifies as familiar enough with the child to fill out measures about the child
• Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study

Caregivers:

• Has been referred by the legal guardian as the primary caregiver that can more accurately complete the measures about the child
• Has mental capacity to provide consent for the participation of child in the study and for their own participation in the study

Exclusion Criteria:

Children:

• Special education classification of 'intellectual disability'
• Primary presenting concern of psychotic or autism spectrum disorders
• Presents as in acute risk of harm to self or others, such that participation in the study is clinically inappropriate because they warrant more intensive intervention