Behavior Disorders
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
In the business-as-usual control condition, participants will have access to any services that a school would routinely provide (e.g., develop and implement a behavior support plan) as well as services families can access in the community (e.g., mental health support). 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 TAPP 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.
Interventions
BEHAVIORALTeachers and Parents as Partners
Family-school partnership intervention
Sponsors
University of Wisconsin, Madison
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
Intervention condition and business-as-usual control condition
Eligibility
Sex/Gender
ALL
Age
10 Years to 17 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 or 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 or severe behavior problems 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 |
|---|---|---|
| Behavior Assessment Scale for Children (assessing change) | pretest and about 12 weeks later at posttest | Report of child behavior |
| Social Skills Improvement System (assessing change) | pretest and about 12 weeks later at posttest | Report of child social skills |
| Direct behavior rating (assessing change) | Time series during the approx 12 week intervention | Ratings of child behavior |
| Goal attainment scaling (through study completion) | At the conclusion of the intervention | Ratings of goals met |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Behavior intervention rating scale-revised (through study completion) | At the conclusion of the intervention | Ratings of intervention acceptability |
| Academic Competence Evaluation (assessing change) | pretest and about 12 weeks later at posttest | Reports of child academic competence |
| Work completion (assessing change) | Time series during the approx 12 week intervention | Ratings of student work completion |
| Parent-teacher relationship scale (assessing change) | pretest and about 12 weeks later at posttest | Ratings of the parent-teacher relationship |
| Competence in problem solving (assessing change) | pretest and about 12 weeks later at posttest | Parent and teacher ratings of their competence in problem solving |
| Parent monitoring scale (assessing change) | pretest and about 12 weeks later at posttest | Ratings of parent monitoring child activities |
Countries
United States
Outcome results
None listed