Clinical trial NCT03736395: Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) in Rural Idaho Schools
Official title: Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Framework in Rural Settings Through the Idaho Rural Implementation Model
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Problem Behavior
Keywords: Behavioral Symptoms
Disruptive Behavior
Schools
School Teachers
Lead sponsor: Boise State University
Sponsor class: OTHER
Collaborators: name: U.S. Department of Justice
First posted: 2018-11-09
Enrollment: 40
Sex: ALL
Minimum age (years): 5
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: A portion of participating schools will receive the Idaho Rural Implementation Model (I-RIM) intervention, designed to support implementation of schoolwide positive behavioral interventions and supports (SWPBIS). All other participating schools will only receive basic training session about SWPBIS. The process to determine which schools receive the intervention is random. Intervention is at the school level. Outcomes are at the school level, staff level, and student level (anonymous).
Primary purpose: PREVENTION

Brief summary: This project will examine the scale-up of Schoolwide Positive Behavior Intervention Supports (SWPBIS), specifically focusing on rural schools in Idaho. The Idaho Rural Implementation Model (I-RIM) is an approach designed to improve SWPBIS implementation in rural schools, via strategies such as capacity-building, regional coordination, online learning modules, and technical assistance. The study uses a cluster randomized design to allocate 40 schools to one of two conditions: control and intervention. Schools in the control condition will receive basic SWPBIS training. Schools in the intervention condition will receive the basic SWPBIS training plus additional I-RIM supports. To assess SWPBIS implementation and outcomes, process and outcome measures will be collected. Outcomes will include school implementation observations, and teacher and staff implementation measures. Student-level outcomes will include behavior, perceived climate, and academic achievement as measured by the standardized state test. Student-level data include those that are part of standard data collection by schools (such as academic outcomes) and will be de-identified by school officials before sending to the researchers for analysis.

Detailed description: The long-term goal of this project is to support rural schools in implementing practices that can improve student safety and social-emotional outcomes, through the use of Schoolwide Positive Behavior Intervention Supports (SWPBIS). Rural schools experience challenges in implementing systems-changes, and the Idaho Rural Implementation Model (I-RIM) is an approach specifically designed to improve SWPBIS implementation in rural schools through strategies such as capacity-building, regional coordination, online learning modules, and technical assistance. These approaches are all designed to meet the unique challenges and strengths of schools in rural settings.

The study uses a cluster randomized design to allocate 40 schools to one of two conditions: control or intervention. Schools in the control condition will receive basic SWPBIS training. Schools in the intervention condition will receive the basic SWPBIS training plus additional I-RIM supports. This trial is designed to address several aims:

Aim 1: To test the impact of the I-RIM intervention on student-level outcomes, including behavioral outcomes, academic test scores, and perceived safety/climate.

Aim 2. To examine whether changes in student outcomes are mediated by school-level improvements in the speed and fidelity with which SWPBIS is implemented.

Aim 3. To identify school-level factors that are associated with SWPBIS implementation (moderators of intervention effectiveness).

At all schools, baseline data collection will begin in early 2019. The intervention will begin in the spring of 2019 with selected elements of the I-RIM intervention (regional meetings, and a coaching institute) for schools in the intervention condition. All schools will begin SWPBIS implementation in the 2019-20 school year, which will continue through the 2020-2021 school year. Data collection points will be identical for schools in both conditions. Primary student outcome measures include data that are already gathered by schools, including: behavioral outcomes including office disciplinary referrals, suspensions, and expulsions; academic test scores; and perceived climate.

Eligibility criteria: Inclusion Criteria:

* School is a public school in a rural location in the state of Idaho, serving students in any combination of grades Kindergarten through grade 12.
* Staff work at a school participating in this trial.
* Student attends a school participating in this trial.

Exclusion Criteria:

* None.

Primary outcomes:
measure: Change in fidelity of school implementation of positive behavioral interventions and supports (PBIS)
timeFrame: Change in school-level implementation score from baseline to 3-year followup
measure: Change over time in student disciplinary outcomes
timeFrame: Change from baseline to following school year (Year 2); change from Year 2 to Year 3
measure: Change in student academic outcomes
timeFrame: Change from baseline to following school year (Year 2); change from Year 2 to Year 3
measure: Change in student perceptions of school climate
timeFrame: Change from baseline to 3-year followup.
Secondary outcomes:
Other outcomes:
Locations:
city: Boise
country: United States
facility: Boise State University
state: Idaho
Study officials:
affiliation: Boise State University
name: Lindsey Turner, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Horner RH, Todd AW, Lewis-Palmer T, Irvin LK, Sugai G, Boland JB. The School-Wide Evaluation Tool: A research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Interventions 6(1):3-12, 2004.