Not provided
| ID | Type | Description | Link |
|---|---|---|---|
| K23MH122577 | U.S. NIH Grant/Contract | View source |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Class |
|---|---|
| National Institute of Mental Health (NIMH) | NIH |
Not provided
Not provided
Not provided
Not provided
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.
Not provided
Not provided
Not provided
Not provided
| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Implementation Resource Package Group | Experimental | Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group. |
|
| Control Group | No Intervention | Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Positive Behavior Management Toolkit | Behavioral | The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors. |
| Measure | Description | Time Frame |
|---|---|---|
| Feasibility of Intervention Measure | Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Endpoint (i.e, at least 8 weeks from resource package receipt) |
| Acceptability of Intervention Measure (AIM) | Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Endpoint (i.e, at least 8 weeks from resource package receipt) |
| Intervention Appropriateness Measure (IAM) | Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Observed Teacher Use of Behavioral Classroom Management Interventions | A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions. | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Caregiver-reported Child Functional Impairment | Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 7 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 7 item scores (possible range: 1 through 5, where 1 is the best possible outcome). |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Homework Performance | Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always). Four items are reverse scored, and then the self-regulation factor score is computed as the average of the 9 item scores (possible range: 0 through 3, where 3 is the best possible outcome). |
| Measure | Description | Time Frame |
|---|---|---|
| Potential Mediators of Teacher Implementation Outcomes | Teacher self-reported measures of habits regarding their use of behavior-specific praise. This consists of 12 items on a 5-point Likert scale (from 1 = "strongly disagree" to 5 = "strongly agree"). The total score is the average of the 12 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
Inclusion Criteria:
Teachers:
Children:
Parents/Legal Guardians:
Caregivers:
Exclusion Criteria:
Children:
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
| Name | Affiliation | Role |
|---|---|---|
| Gwendolyn M Lawson, PhD | Children's Hospital of Philadelphia/University of Pennsylvania Perelman School of Medicine | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Children's Hospital of Philadelphia | Philadelphia | Pennsylvania | 19146 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 37626422 | Derived | Lawson GM, Owens JS, Mandell DS, Tavlin S, Rufe S, Lyon AR, Eiraldi R, Power TJ. Implementation resources to support teachers' use of behavioral classroom interventions: protocol of a randomized pilot trial. Pilot Feasibility Stud. 2023 Aug 25;9(1):151. doi: 10.1186/s40814-023-01381-4. |
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
Not provided
53 participants (20 teachers, 33 children) were randomly assigned to either the intervention group or the control group following consent and baseline data collection. The number shown in each group reflect unique participants (both teachers and children). The overall number of baseline participants reflect the total number of teachers and children in each arm (i.e., 11 teachers and 17 children in the Implementation Resource Package Group and 9 teachers and 16 children in the control group).
Teachers were recruited from participating schools, and children were recruited from participating classrooms after teachers enrolled.
Not provided
| ID | Title | Description |
|---|---|---|
| FG000 | Implementation Resource Package Group | Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group. Positive Behavior Management Toolkit: The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors. |
| FG001 | Control Group | Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. |
| Title | Milestones | Reasons Not Completed | |||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
|
53 participants (20 teachers, 33 children) were randomly assigned to either the intervention group or the control group following consent and baseline data collection. The number shown in each group reflect unique participants (both teachers and children). The overall number of baseline participants reflect the total number of teachers and children in each arm (i.e., 11 teachers and 17 children in the Implementation Resource Package Group and 9 teachers and 16 children in the control group).
Not provided
| ID | Title | Description |
|---|---|---|
| BG000 | Implementation Resource Package Group | Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group. Positive Behavior Management Toolkit: The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors. |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | This information is for the teacher participants only. Teachers reported their age by responding to a categorical question with age group brackets. |
| 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 | Feasibility of Intervention Measure | Teacher-reported total score on the Feasibility of Intervention Measure (FIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | The analytic sample is based on the 11 teachers randomized to the Implementation Resource Package group. | Posted | Mean | Standard Deviation | score on a scale | Endpoint (i.e, at least 8 weeks from resource package receipt) |
|
Adverse events were monitored by the study team throughout each participating teacher and child's participation, which lasted for approximately 12-15 weeks from enrollment to endpoint data collection.
This was a minimal risk behavioral intervention and as such, serious adverse events and all-cause mortality risks were not expected.
Not provided
| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Implementation Resource Package Group | Teachers in this group will receive an implementation support package and receive support in using it within their classroom management practice. Also within the intervention group (experimental), will be students nested in the classrooms of the teachers that are assigned to the intervention group. Positive Behavior Management Toolkit: The Positive Behavior Management Toolkit, or the implementation strategy resource package, is a set of resources provided to teachers in the intervention group that aims to support their use of positive behavior management practices in the classroom, particularly with students with hyperactive, inattentive, or impulsive behaviors. |
Not provided
Not provided
Not provided
| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Dr. Gwendolyn Lawson | Children's Hospital of Philadelphia | 2674266612 | lawsong@chop.edu |
Not provided
| 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 | Feb 21, 2025 | Mar 28, 2025 | Prot_SAP_001.pdf |
| ICF | No | No | Yes | Informed Consent Form | Dec 6, 2023 | Jul 11, 2024 | ICF_000.pdf |
Not provided
| ID | Term |
|---|---|
| D001289 | Attention Deficit Disorder with Hyperactivity |
| D013035 | Spasm |
| D007175 | Impulsive Behavior |
| ID | Term |
|---|---|
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D020879 | Neuromuscular Manifestations |
Not provided
Not provided
Participating teachers, and the students nested within their classroom, are randomized to one of two conditions: implementation strategy resource package or support as usual.
Not provided
Not provided
Not provided
Not provided
|
|
| Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Teacher-reported Child Functional Impairment | Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 8 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Academic Productivity | Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Student-Teacher Relationship | Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Feasibility of Research Procedures - Recruitment Numbers | Number of teachers and students enrolled in the study | Baseline |
| Feasibility of Research Procedures - Response Rate | Percentage of parent- and teacher- report surveys completed across timepoints and conditions out of the number of students enrolled and randomized. | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Feasibility of Research Procedures - Retention Rate | Percentage of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) |
| Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Caregiver-reported ADHD Symptoms | Caregiver-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Teacher-reported ADHD Symptoms | Teacher-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Academic Success | Teacher-reported Academic Success subscale score of the Academic Performance rating Scale (APRS). The Academic Success subscale includes 7 items, each rated on a 5-point Likert scale from 1 to 5. One item is reverse scored, and the total score is computed as the average of the 7 items (possible range: 1 through 5, where 5 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| Change in Disruptive Direct Behavior Ratings | Teacher-reported ratings on the disruptive behavior domain of Direct Behavior Rating Multi-Item Scales, which consist of 5 items on a 6-point scale (from 0 = "not a problem" to 6 = "serious problem"). The total score is computed as the average of the 5 items (possible range: 0 through 6, where 0 is the best possible outcome). | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
| BG001 | Control Group | Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. |
| BG002 | Total | Total of all reporting groups |
| Count of Participants |
| Participants |
|
| Age, Continuous | This information is for the child participants only. | Mean | Standard Deviation | years |
|
| Sex/Gender, Customized | This information is for the child participants only. | Count of Participants | Participants |
|
| Sex: Female, Male | This information is for the teacher participants only. | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | This information is for the teacher participants only. | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | This information is for the child participants only. | Count of Participants | Participants |
|
| Race (NIH/OMB) | This information is for the teacher participants only. | Count of Participants | Participants |
|
| Race (NIH/OMB) | This information is for the child participants only. | Count of Participants | Participants |
|
| Region of Enrollment | Number | participants |
|
| Years teaching experience | This measure is for the teacher participants only. | Mean | Standard Deviation | years |
|
| OG001 | Control Group | Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. |
|
|
| Primary | Acceptability of Intervention Measure (AIM) | Teacher-reported total score on the Acceptability of Intervention Measure (AIM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | The analytic sample is the 11 teachers who were randomized to the Implementation Resource Package group. | Posted | Mean | Standard Deviation | score on a scale | Endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Intervention Appropriateness Measure (IAM) | Teacher-reported total score on the Intervention Appropriateness Measure (IAM), which consists of 4 items on a 5-point Likert scale (from 1 = Completely Disagree to 5 = Completely Agree). The total score is the average of the 4 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | The analytic sample is the 11 teachers who were randomized to the Implementation Resource Package group. | Posted | Mean | Standard Deviation | score on a scale | Endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Change in Observed Teacher Use of Behavioral Classroom Management Interventions | A member of the study will conduct classroom observations to measure fidelity of teacher use of the behavioral classroom management interventions. | This sample represents the number of teachers in each arm with non-missing baseline and endpoint classroom observation data. | Posted | Mean | Standard Deviation | events per hour | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Change in Caregiver-reported Child Functional Impairment | Caregiver-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version; These 7 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 7 item scores (possible range: 1 through 5, where 1 is the best possible outcome). | Analysis was based on the sample of child participants with available parent-report data at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Change in Teacher-reported Child Functional Impairment | Teacher-reported performance items on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version; These 8 items are rated on a 5-point scale (from 1 = Excellent to 5 = Problematic). The total score is the average of the 8 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Change in Academic Productivity | Teacher-reported Academic Productivity subscale score of the Academic Performance Rating Scale (APRS). The Academic Productivity subscale includes 12 items, each rated on a 5-point Likert scale from 1 to 5. Four items are reverse scored, and the total score is computed as the average of the 12 items (possible range: 1 through 5, where 5 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Change in Student-Teacher Relationship | Teacher-reported total score on the Student-Teacher Relationship Scale - Short form, which consists of 15 items, rated on a 5-point scale (from 1 = Definitely does not apply to 5 = Definitely applies). Eight items are reverse score, and then the total score is computed as the average of the 15 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Primary | Feasibility of Research Procedures - Recruitment Numbers | Number of teachers and students enrolled in the study | Posted | Count of Participants | Participants | Baseline |
|
|
|
| Primary | Feasibility of Research Procedures - Response Rate | Percentage of parent- and teacher- report surveys completed across timepoints and conditions out of the number of students enrolled and randomized. | Analysis population is the number of students randomized in each arm. | Posted | Number | percentage of surveys received | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) | Surveys | Surveys |
|
|
|
| Primary | Feasibility of Research Procedures - Retention Rate | Percentage of participants who do not withdraw out of the number of enrolled and randomized teachers and students across conditions | Posted | Number | percentage of participants | Baseline, midpoint (i.e., up to 7 weeks from resource package receipt), endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Secondary | Change in Homework Performance | Caregiver-reported student self-regulation factor on the Homework Performance Questionnaire - Parent Version for students in grades 1-5. The self-regulation factor consists of 9 items, each rated on a 4-point scale (0 = rarely/never, 1 = some of the time, 2 = most of the time, 3 = always/almost always). Four items are reverse scored, and then the self-regulation factor score is computed as the average of the 9 item scores (possible range: 0 through 3, where 3 is the best possible outcome). | Analysis was based on the sample of child participants with available parent-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Secondary | Change in Caregiver-reported ADHD Symptoms | Caregiver-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Parent Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). | Analysis was based on the sample of child participants with available parent-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Secondary | Change in Teacher-reported ADHD Symptoms | Teacher-reported inattention and hyperactivity/impulsivity symptom scores on the National Institute for Children's Health Quality Vanderbilt Scale - Teacher Version, which consists of 18 items, rated on a 4-point scale (from 0 = Never to 3 = Very Often). The total score is calculated as the average of the 18 item scores (possible range: 0 through 3, where 0 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Secondary | Change in Academic Success | Teacher-reported Academic Success subscale score of the Academic Performance rating Scale (APRS). The Academic Success subscale includes 7 items, each rated on a 5-point Likert scale from 1 to 5. One item is reverse scored, and the total score is computed as the average of the 7 items (possible range: 1 through 5, where 5 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Secondary | Change in Disruptive Direct Behavior Ratings | Teacher-reported ratings on the disruptive behavior domain of Direct Behavior Rating Multi-Item Scales, which consist of 5 items on a 6-point scale (from 0 = "not a problem" to 6 = "serious problem"). The total score is computed as the average of the 5 items (possible range: 0 through 6, where 0 is the best possible outcome). | Analysis was based on the sample of child participants with available teacher-report data on this measure at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| Other Pre-specified | Potential Mediators of Teacher Implementation Outcomes | Teacher self-reported measures of habits regarding their use of behavior-specific praise. This consists of 12 items on a 5-point Likert scale (from 1 = "strongly disagree" to 5 = "strongly agree"). The total score is the average of the 12 item scores (possible range: 1 through 5, where 5 is the best possible outcome). | Analysis was based on sample of teacher participants with available and valid teacher-report data at baseline and endpoint. | Posted | Mean | Standard Deviation | change score | Baseline, endpoint (i.e, at least 8 weeks from resource package receipt) |
|
|
|
| 0 |
| 28 |
| 0 |
| 28 |
| 0 |
| 28 |
| EG001 | Control Group | Within the control group (no intervention), teachers in this group will not receive the implementation support package nor extra support during the study period. They will continue to receive implementation support as usual. Also within the control group (no intervention) will be students nested in the classrooms of the teachers that are assigned to the control group. | 0 | 25 | 0 | 25 | 0 | 25 |
Not provided
Not provided
Not provided
| D009461 | Neurologic Manifestations |
| D009422 | Nervous System Diseases |
| D012816 | Signs and Symptoms |
| D013568 | Pathological Conditions, Signs and Symptoms |
| D001519 | Behavior |
| Unknown or Not Reported |
|
| Unknown or Not Reported |
|
| Native Hawaiian or Other Pacific Islander |
|
| Black or African American |
|
| White |
|
| More than one race |
|
| Unknown or Not Reported |
|
| Native Hawaiian or Other Pacific Islander |
|
| Black or African American |
|
| White |
|
| More than one race |
|
| Unknown or Not Reported |
|