Precision-Based Approach to Matching Evidence-Based Interventions to Students With Externalizing Behaviors
Condition: Problem;Behaviour;Child
Study type: Interventional

Summary: 
      Although prevalent across schools in the US, the "One-Size-Fits-All" (OSFA) approach to
      selecting evidence-based interventions (EBIs) for student externalizing behaviors often
      yields lackluster outcomes, due to the mismatch between the EBI and students' heterogeneous
      needs. Emerging literature highlighted the promise of the precision approach to intervention
      (e.g., Student Intervention Matching System; SIMS), whereas EBIs were selected based on the
      match between a student's individual needs and the active components of EBIs. This pilot
      study tested the efficacy, feasibility, and acceptability of SIMS to match EBIs to students
      with externalizing behaviors. The investigators ran a double-masked randomized
      waitlist-controlled trial in a diverse urban district. Students at risk for externalizing
      behaviors were recruited and randomly assigned to the treatment (EBIs matched via SIMS) or
      control condition (mismatched social-skill training). Students received EBIs based on
      assigned condition for 10 weeks. Students' externalizing behaviors were assessed via a
      multi-method approach at baseline and 10-week posttest. Teachers rated the feasibility and
      acceptability of SIMS at 10-week posttest. The investigators used cluster-adjusted ANCOVAs to
      compare efficacy of matched EBIs via SIMS against that of the mismatched social skill
      training in reducing student externalizing behaviors.
    


Intervention name(s): Student Intervention Matching System (SIMS); group-based social skills training
Intervention type(s): Behavioral; Behavioral
Intervention description(s): The Student Intervention Matching System (SIMS) is a pre-intervention matching assessment following the behavioral consultation model. The SIMS entails three steps to sequentially assess and then match students' individual characteristics to precise acquisition- or performance-based interventions. The 1st step corresponds to the "problem identification" stage in behavioral consultation. The 2nd step corresponds to the "problem analysis" stage of behavioral consultation.The 3rd step of SIMS corresponds to the "implementation planning" and "evaluation" stages of behavioral consultation.; In the control condition, students received an unconditionally mismatched acquisition-based intervention (group-based social skills training). We selected group-based social skills training for four reasons: (a) participating schools had already been delivering it as their treatment-as-usual, (b) it is a common intervention in US schools, (c) it is only effective for students with acquisition needs, and (d) it represents a counterfactual contrast to the treatment condition because externalizing behaviors driven by performance needs will be reduced more by performance-based interventions than acquisition-based ones.
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: single-level two-arm randomized waitlist-controlled trial
Masking: Triple (Participant, Care Provider, Outcomes Assessor)
Primary purpose: Treatment