Clinical trial NCT06340074: Helping Educational Leadership Mobilize Evidence
Official title: Helping Educational Leadership Mobilize Evidence (HELM): An Organizational Intervention to Promote Strategic Implementation in Schools
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Behavior, Child
Lead sponsor: University of Washington
Sponsor class: OTHER
First posted: 2024-04-01
Enrollment: 333
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: HEALTH_SERVICES_RESEARCH

Brief summary: Many universal, evidence-based prevention practices (EBPPs) have been developed to prevent SEB problems, typically in elementary schools, but progress toward widespread implementation has been slow and few efforts have been made to develop and test interventions to enhance EBPP implementation in schools. Schools leaders (e.g., principals) are key to decision making and implementation of EBPPs, and their leadership has been shown to be consistently linked to student outcomes through their intentional efforts to support teacher adoption and use of innovative programs. Helping Educational Leaders Mobilize (HELM) Evidence is a pragmatic, multifaceted, organizationally-focused implementation strategy targeting the implementation leadership and implementation climate of school buildings (through principals) to enhance the adoption and delivery of EBPPs in elementary schools. This pilot study, part of the larger HELM project to adapt and test the strategy based on an existing leadership intervention, Leadership and Organizational Change for Implementation (LOCI), will be implemented in the context of Positive Greetings at the Door (PGD), a universal school-based EBPP previously demonstrated to reduce disruptive behavior and increase academic engagement.


Eligibility criteria: Inclusion Criteria:

* Being a K-5th elementary school
* Being a K-5th principal or assistant principal at an elementary school
* Being a K-5th grade teacher, paraeducator, or specialist (e.g., reading) at an elementary school, and not a teacher in a special education-only classroom

Exclusion Criteria:

* School building or teacher that is currently implementing PGD

Primary outcomes:
measure: Proximal Outcome: Strategic Implementation Leadership
timeFrame: Baseline, 4-months, 8-months
measure: Proximal Outcome: Strategic Implementation Climate
timeFrame: Baseline, 4-months, 8-months
measure: Proximal Outcome: Implementation Citizenship Behavior
timeFrame: Baseline, 4-months, 8-months
measure: Proximal Outcome: Implementation Initiative Stability
timeFrame: Baseline, 4-months, 8-months
measure: Implementation Outcome: Fidelity and Sustainment - Observed
timeFrame: 2-months, 2.5-months, 3-months, 3.5-months, 4-months, 4.5-months, 5-months, 6-months, 7-months, 8-months
measure: Implementation Outcome: Fidelity and Sustainment - Self Report
timeFrame: 4-months, 8-months
measure: Implementation Outcome: Reach
timeFrame: 9-months
measure: Implementation Outcome: Facilitators and Barriers to Implementation
timeFrame: 9-months
measure: Implementation Outcome: Implementation Cost
timeFrame: 9-months
Secondary outcomes:
measure: Student Educational Outcomes
timeFrame: 9-months
measure: Student Behavioral Outcomes
timeFrame: 4-months, 8-months
Other outcomes:
Locations:
city: Seattle
country: United States
facility: University of Washington School Mental Health Assessment, Research, and Training (SMART) Center
state: Washington
Study officials:
affiliation: University of Washington
name: Aaron Lyon, PhD
role: PRINCIPAL_INVESTIGATOR
References: