Clinical trial NCT05466214: Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
Official title: Systematic Efficacy Replication Study of Conjoint Behavioral Consultation in Elementary Schools
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Emotional Disturbances
Lead sponsor: American Institutes for Research
Sponsor class: OTHER
Collaborators: name: Wisconsin Center for Education Research
name: University of Nebraska College of Education and Human Sciences
First posted: 2022-07-20
Enrollment: 720
Sex: ALL
Minimum age (years): 4
Maximum age (years): 10
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: Conjoint Behavioral Consultation (CBC) is an indirect consultation process focused on ameliorating problematic behaviors associated with severe emotional disturbance through structured, data-based problem solving and collaborative, consistent implementation of evidence-based interventions across home and school settings, while simultaneously enhancing family-school partnerships.. In CBC, problems are identified, defined, analyzed, and treated through strengths-based, mutual, collaborative interactions between parents and teachers with the support of a consultant. Through CBC, parents and teachers are taught evidence-based procedures to address behavior problems in their respective settings. Parents and teachers assume complementary roles and shared responsibility for identifying student goals and addressing challenging behaviors.
Primary purpose: TREATMENT

Brief summary: The purpose of this project is to conduct an impact evaluation of the Conjoint Behavioral Consulting (CBC) intervention under real-world conditions as an IES Efficacy Replication trial. CBC is a family-school partnership intervention proven efficacious for children with serious emotional and behavior problems. The investigation will conduct a systematic efficacy replication of CBC to identify important process and context variables in need of attention prior to a CBC effectiveness study. School-based specialists (SBSs) will implement CBC and will be responsible for working directly with parents and teachers who have a student with or at risk for severe emotional disturbance, with more implementation support (i.e., non-routine conditions) than would be expected under routine conditions to ensure adequate fidelity of implementation. The research questions examine the impact of CBC, when implemented by SBSs, on student, parent, and teacher outcomes, as well its effect on mediational pathways. In addition, the research team will gather stakeholder feedback in focus groups to provide information about factors that stakeholders perceive as impeding or promoting CBC adoption, implementation, and sustainability.

Detailed description: Sixty schools will be recruited for this impact evaluation (20 from Madison Metropolitan School District, and 40 from Milwaukee Public Schools). The population for this evaluation will consist of the 12 children from grades k-4 in each participating school who demonstrate the highest levels of behavioral and/or emotional difficulties in school, based on teacher ratings on the BASC3-BESS screening (and whose families consent to participate in the evaluation). The total population for this evaluation will include 720 students. Baseline will take place at the beginning of the intervention school year, outcome 1 at the end of the intervention school year, and outcome 2 at the end of the subsequent school year. At all three timepoints, the research team will gather parent questionnaires (covering competence in problem solving, parenting strategies, parent-teacher relationships, and their child's social and behavioral functioning), teacher questionnaires in relation to each study child (covering the parent-teacher relationship, teacher competence in problem solving, and the student's social and behavioral functioning), direct observations of teacher and student behavior in the classroom, and student records related to discipline.

Eligibility criteria: Inclusion Criteria:

* Enrolled in kindergarten, Grade 1, Grade 2, Grade 3, or Grade 4 at recruitment
* Among the 12 students with the highest risk score on the Behavioral and Emotional Screening System 3 Behavioral and Emotional Screening System (BASC3-BESS) in the above grade span in their school (among those with parental consent for screening).

Exclusion Criteria: None

Primary outcomes:
measure: Child Externalizing Problems, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Externalizing Problems, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Externalizing Problems, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Externalizing Problems, Techer Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Internalizing Problems, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Internalizing Problems, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Internalizing Problems, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Internalizing Problems, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Behavioral Symptoms, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Behavioral Symptoms, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Behavioral Symptoms, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Behavioral Symptoms, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Adaptive Skills, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Adaptive Skills, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Adaptive Skills, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Adaptive Skills, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child School Problems, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child School Problems, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Social Skills, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Social Skills, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Social Skills, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Social Skills, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Problem Behaviors, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Problem Behaviors, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Problem Behaviors, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Problem Behaviors, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Autism Behaviors, Parent Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Autism Behaviors, Teacher Report, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Child Autism Behaviors, Parent Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Child Autism Behaviors, Teacher Report, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Parenting Strategies: Consistent Discipline, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parenting Strategies: Consistent Discipline, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Parenting Strategies: Parental Acceptance, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parenting Strategies: Parental Acceptance, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Parenting Strategies: Positive Reinforcement, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parenting Strategies: Positive Reinforcement, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Teacher Strategies: Positive Strategies, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Teacher Strategies: Inappropriate Strategies, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent-Teacher Relationship: Parent Perspective on Joining, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent-Teacher Relationship: Teacher Perspective on Joining, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent-Teacher Relationship: Parent Perspective on Communication, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent-Teacher Relationship: Teacher Perspective on Communication, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent Competence in Problem Solving, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Teacher Competence in Problem Solving, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Parent Competence in Problem Solving, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Behavior Watch Student: Inappropriate Motor Activity, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Student: Inappropriate Motor Activity, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Behavior Watch Student: Off Task, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Student: Off Task, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Behavior Watch Student: On Task, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Student: On Task, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Behavior Watch Student: Appropriate Interactions, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Student: Appropriate Interactions, Outcome 2
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 2 (approximately 19 months)
measure: Behavior Watch Teacher: Positive Tangible Consequences, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Teacher: Effective Command, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Teacher: Positive Attention, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Teacher: Use of Reductive Techniques, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
measure: Behavior Watch Teacher: Negative Attention, Outcome 1
timeFrame: Baseline/pre-intervention (beginning of school year 1) to end of school year 1 (approximately 7 months)
Secondary outcomes:
Other outcomes:
Locations:
city: Madison
country: United States
facility: Madison Metropolitan School District
state: Wisconsin
Study officials:
affiliation: University of Wisconsin, Madison
name: Andy Garbacz, PhD
role: PRINCIPAL_INVESTIGATOR
References: