Impact Trial of Helping Educational Leaders Mobilize Evidence
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorUniversity of Washington
About this trial
Social, emotional, and behavioral (SEB) problems occur frequently among elementary school students, dramatically impede student outcomes, and have been exacerbated by the COVID-19 pandemic. Evidence based practices exist to address student SEB needs, prevent problems, and ensure academic success. However, the implementation of these programs in schools is frequently incomplete, uneven, and occurs with insufficient fidelity to ensure positive effects for students due to significant implementation barriers across multiple levels. The purpose of this Impact Trial is to test the effectiveness of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy in school-wide implementation of a Tier 1 evidence-based practice (EBP) - Positive Behavioral Interventions and Supports (PBIS).
Eligibility criteria
This trial accepts healthy volunteersQualifiers
School Districts: School districts in Washington State committed to implementing PBIS in its elementary schools
Educators: Educators working in a public elementary school within an enrolled school district.
Disqualifiers
Schools with previous HELM exposure will be excluded
Trial design
Design model
Factorial
Treatments tested in this trial
PBIS
BehavioralPositive Behavioral Interventions and Supports (PBIS) is an evidence-based, multi-tiered, problem-solving, and team-based framework designed to build a continuum of supports to promote all students' social emotional behavioral health.
HELM
Other interventionHelping Educational Leaders Mobilize Evidence (HELM) is an implementation strategy for promoting building-level implementation leadership, implementation climate, and high-fidelity delivery of evidence-based practices
Treatment groups
400 Participants
are divided into 2 treatment groupsGroup A: PBISActive comparator 1 intervention
Group B: HELMExperimental treatment 2 interventions
Trial outcomes
Primary outcomes
1
PBIS Fidelity (Tiered Fidelity Inventory)
The Tiered Fidelity Inventory (TFI) is a 45-item tool used to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of PBIS. The TFI is a group-assessment completed by a schoolwide system planning team with external facilitation with strong internal consistency. The scoring criteria for each individual item ranges from 0-3 (0=Not Implemented, 1=Partially Implemented, 3=Fully Implemented); higher scores indicate better outcome.
Time frame
Baseline, 9 months, 12 monthsSecondary outcomes
1
Implementation Leadership: School Implementation Leadership Scale (SILS)
The SILS has 24 items loading onto 8 subscales: Proactive, Knowledgeable, Supportive, Perseverant, Communication, Vision, Available, and Distributed Leadership. The scoring criteria for each individual item ranges from 0-4; higher scores indicate better outcome.
Time frame
Baseline, 9 months, 12 months2
Implementation Climate: School Implementation Climate Scale (SICS)
The SICS includes 21 items loading onto 7 subscales: Focus on EBP, Educational Support for EBP, Recognition for EBP, Rewards for EBP, Use of Data to Support EBP, Existing Supports for EBP, and EBP Integration. The scoring criteria for each individual item ranges from 0-4; higher scores indicate better outcome.
Time frame
Baseline, 9 months, 12 months3
Implementation Cost
This survey asks educators how much time they spent on study-related procedures each week. Inputs will include time, supplies, travel, overhead, and costs associated with HELM training/coaching meetings, including pre-work, scheduling, and attending meetings; as well as costs associated with PBIS training and delivery.
Time frame
Baseline, 9 months, 12 months4
Academic Engagement, Prosocial Behavior, and Problem Behavior: Modified Direct Behavior Rating (DBR)
The DBR will be used in which teachers observe and rate their classroom's overall academic engagement (i.e., actively or passively participating in the classroom activity, 0-100%), disruptive behavior (i.e., interrupting activities, 0-100%), and prosocial behavior (i.e., following directions, 0-100%; Chafouleas et al., 2012).
Time frame
Baseline, 9 months, 12 monthsSponsors and contacts
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Source ClinicalTrials.gov