Behavior Problem
Conditions
Brief summary
There are two aims of this study (a) to examine the effect of Teachers and Parents as Partners on student, parent, and teacher outcomes in middle school and (b) identify barriers and facilitators to implementing Teachers and Parents as Partners in middle school for students with behavior concerns.
Detailed description
Teachers and Parents as Partners will occur in a series of stages comprised of approximately four structured meetings over approximately 8 weeks. A Teachers and Parents as Partners consultant will meet together with a student's parent(s), teachers, other school personnel (as appropriate), and the student (as appropriate). The Teachers and Parents as Partners team will collaboratively address behavior problem solving objectives. Specific CBC objectives include: identifying strengths and specific behaviors of concern, specifying alternative prosocial behaviors, creating measurable behavior goals, co-constructing behavior intervention/support plans to address the target concerns, creating sustainable conditions to support plan implementation at home and school, and evaluating the plan to assess progress toward goals. Treatment integrity in multiple dimensions (e.g., engagement, dosage, adherence) will be assessed at the two tiers of implementation (i.e., Teachers and Parents as Partners procedural integrity and behavior support plan implementation) to determine the extent to which procedures are implemented as designed. During each structured meeting, Teachers and Parents as Partners consultants will inquire with parents, teachers, other school personnel, and students about barriers and facilitators to implementation.
Interventions
BEHAVIORALTeachers and Parents as Partners
A family-school partnership intervention to improve the home-school connection, parenting and teaching strategies, and child behavior outcomes.
Sponsors
U.S. Department of Education
University of Wisconsin, Madison
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
Single case experimental design (multiple baseline across setting)
Eligibility
Sex/Gender
ALL
Age
8 Years to 16 Years
Healthy volunteers
Yes
Inclusion criteria
* Students will be eligible if they have scores in the elevated or extremely elevated risk categories on the parent and teacher version of the Behavior Assessment Scale for Children (BASC) 3 Behavioral and Emotional Screening System (BESS). Parents, and primary teachers and school staff associated with an eligible student will be included.
Exclusion criteria
* Students who do not meet the inclusion criteria will be excluded from participation, which includes their parent(s), teachers, and other school personnel. Students also may not be eligible if they have mental health concerns that may not be appropriate for Teachers and Parents as Partners or a research project (e.g., some internalizing problems, students who pose an risk of harming themselves).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Direct Behavior Ratings (change over time) | up to 32 weeks | Parents and teachers provide ratings of child behavior |
Other
| Measure | Time frame | Description |
|---|---|---|
| Teacher report of student work completion (change over time) | up to 32 weeks | Teacher reported student work completion |
| Monitoring Scale (change over time) | up to 32 weeks | Parent Monitoring Knowledge of child activities |
| Problem solving competencies | up to 32 weeks | Parent and teacher reported problem solving competencies |
| Parent-teacher relationship scale (change over time) | up to 32 weeks | Parents and teacher report on the parent-teacher relationship |
| Behavior Intervention Rating Scale Revised | up to 32 weeks | Parent, teacher, and student satisfaction with procedures |
Countries
United States
Outcome results
None listed