None listed
Conditions
Brief summary
We aim to examine the clinical effectiveness and economic benefit of a whole of class self-regulation program in mainstream schools. We aim to: 1) improve the self-regulation skills of school-aged children experiencing social disadvantage and 2) determine the cost of an occupational therapy service delivering the intervention. Participants: Eligible Stage 2 students from two separate schools, one as the control group and the other an intervention group. Participants will be children aged 8-10 years, and their classroom teacher. Methods: a control group and treatment group will be utilised to establish a cause and effect relationship between a whole class occupational therapy led self-regulation program, and the selfregulation skills of participants. Hypotheses: we expect that the self-regulation skills of children in the treatment group will show more improvement over time than the control group. A reduction in behavioural incidents, suspensions and absenteeism is also expected.
Interventions
Stage 1
Objective: Identifying engine speeds
Pre-intervention training: Participating teachers must attend training with the occupational therapist in Week 1 of Term 2 1x3hr session delivered in face to face group session subject to general health recommendations during the global pandemic.
Baseline assessment: Week 1 of Term 2
Frequency: 1 hour per week
Timeline: Weeks 2-4 of Term 2
Monitoring: The occupational therapist will meet with participating classroom teachers on a regular basis to dis
Stage 1 Objective: Identifying engine speeds Pre-intervention training: Participating teachers must attend training with the occupational therapist in Week 1 of Term 2 1x3hr session delivered in face to face group session subject to general health recommendations during the global pandemic. Baseline assessment: Week 1 of Term 2 Frequency: 1 hour per week Timeline: Weeks 2-4 of Term 2 Monitoring: The occupational therapist will meet with participating classroom teachers on a regular basis to discuss the program, including teacher adherence to activities outline in the intervention manual (designed specifically for this study based on the How Does your Engine run training manual). Class attendance will be monitored. Sessions: i. Learning engine words; learning to identify and label engine levels in others; and developing awareness and feel of different engine speeds ii. Continuation of learning engine words and labels in others as above iii. Learning to identify and label engine levels in themselves Stage Two Objective: Experimenting with Methods to Change Engine Speeds Frequency: 1 hour per week Timeline: Weeks 5-9 of Term 2 Monitoring: The occupational therapist will meet with participating classroom teachers on a regular basis to discuss the program, including teacher adherence to activities outline in the intervention manual. Class attendance will be monitored. Students will be provided with a booklet (designed specifically for this study) at in session V, to monitor there sensory preferences and begin developing their engine toolkit to use in Term 3. Sessions: iv. Tools for the mouth v. Tools for the body and hands vi. Tools for the eyes vii. Tools for the ears viii. Program review- this will include a review of all content covered in weeks 2-8, as well as a brief in-class popular quiz for the participating students. Stage Three Objective: Regulating Engine Speeds Timeline: Weeks 1-11 of Term 3 Sessions: This component will be included as part of the intervention, with classroom teachers delivering additional interactional activities at their discretion in Term 3. Classroom teachers are expected to adhere to this. Research team will provide participating teachers with suggestions describing how to embed the concepts and language from Stage 1 and Stage 2 throughout the school week. Monitoring: The occupational therapist will meet with participating classroom teachers on a regular basis to discuss the program, including teacher adherence to activities outline in the intervention manual (designed specifically for this study), as well as use of the engine toolkit booklet provided in session V (designed specifically for this study). Post-intervention assessment: baseline assessments repeated in Week 10 of Term 3
Sponsors
University of Newcastle
Study design
Allocation
Randomised controlled trial
Intervention model
Parallel
Primary purpose
Prevention
Masking
Blinded (masking used) (Investigator)
Eligibility
Sex/Gender
All
Age
8 Years to 10 Years
Healthy volunteers
Yes
Inclusion criteria
The research will be conducted at two primary school sites in The Hunter Region, New South Wales. Two schools with similar enrolment numbers, teaching pedagogies and socioeconomic status (e.g. 2020/2021 funding allocation, Family Occupation and Education Index [FOEI] via the www.myschool.edu.au website were identified by student supervisor (CL). Participating schools need to meet the following inclusion criteria: • Have the closest alignment with these conditions • Do not/have not received prior occupational therapy clinical services from The University of Newcastle Occupational Therapy Clinic • Within 50km of Newcastle CBD Stage 2 students from the included classes will be eligible to participate.
Exclusion criteria
Schools currently receiving services from The University of Newcastle Occupational Therapy Clinic will not be eligible to participate in this study
Outcome results
None listed