Students With Involved Families and Teachers
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age10-16
SponsorOregon Social Learning Center
About this trial
PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school.
SETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program.
POPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities.
INTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.
SERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.
Eligibility criteria
This trial does not accept healthy volunteersQualifiers
Students in grades 5 through 8
In school districts in the the Lane Education Service District
Eligible for or at risk of eligibility for special education services for emotional or behavior disorders
Transitioning or at risk of transitioning between school settings or placements
Disqualifiers
Students receiving intensive family and school support services from local community mental health agencies
Students with a hearing or vision impairment that would limit participation in the program components or the assessment protocol.
Trial design
Design model
Parallel
Treatments tested in this trial
Students with Involved Families and Teacher Program
BehavioralThe SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.
Services As Usual
BehavioralThe SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.
Treatment groups
320 Participants
are divided into 2 treatment groupsGroup A: Treatment ArmExperimental treatment 1 intervention
Group B: Services As Usual ControlActive comparator 1 intervention
Trial outcomes
Primary outcomes
1
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline
Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 6 months post-Baseline.
Time frame
Baseline to 6 Months Post-Baseline2
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 6 Months Post-Baseline
Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 6 months post-Baseline.
Time frame
Baseline to 6 Months Post-Baseline3
Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline
Academic outcomes measured by youth grades. Measured at Baseline and 6 months post-Baseline.
Time frame
Baseline to 6 Months Post-Baseline4
Mean Changes in Youth Academic Outcomes from Baseline to 6 Months Post-Baseline
Academic outcomes measured by EasyCBM score. Measured at Baseline and 6 months post-Baseline.
Time frame
Baseline to 6 Months Post-BaselineSecondary outcomes
1
Stability in School Placement from Baseline to 6 Months
Measured by number of school placement moves. Measured at Baseline and 6 months post-Baseline.
Time frame
Baseline to 6 Months Post-Baseline2
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months
Emotion regulation skills measured by the Emotion Regulation Checklist. Measured at Baseline and 12 months post-Baseline.
Time frame
Baseline to 12 Months Post-Baseline3
Mean Changes in Youth Emotional and Behavioral Outcomes from Baseline to 12 Months
Psychopathological behaviors measured by the Child Behavior Checklist. Measured at Baseline and 12 months post-Baseline.
Time frame
Baseline to 12 Months Post-Baseline4
Mean Changes in Youth Academic Outcomes from Baseline to 12 Months Post-Baseline
Academic outcomes measured by youth grades. Measured at Baseline and 12 months post-Baseline.
Time frame
Baseline to 12 Months Post-BaselineSponsors and contacts
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Source ClinicalTrials.gov