CLS-R: Web-based Professional Development for SMHPs in Evidence-Based Practices for Attention and Behavior Challenges
Study Details
Study Description
Brief Summary
This study develops a web-based PD (CLS-R) to provide SSWs with remote training in EBPs for attention and behavior problems. CLS-R is designed to be usable, feasible, portable, accessible, and acceptable - ingredients which have been identified as necessary for the sustainability of school-based programs. The study evaluates the usability, feasibility, acceptability, fidelity of implementation, and preliminary effects on student outcomes.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
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N/A |
Detailed Description
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Title of Project: Web-Based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges
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RFA Topic and Goal: Social and Behavioral Context for Academic Learning, Goal 2
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Purpose: Development of a web-based professional development program (PD) for school mental health providers to gain the skills needed to implement evidence-based practices (EBPs) for attention and behavior problems.
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Setting: The research will be conducted in elementary schools within San Francisco Unified School District (SFUSD).
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Sample: Participants will include SFUSD school social workers (SSWs), students, parents and teachers.
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Professional Development to be developed: The Collaborative Life Skills (CLS) program will be developed into a web-based format (CLS-R) with all training and consultation provided remotely via videoconferencing. Includes EBP skill modules for consulting with teachers and parents and working with students directly.
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Control Condition: N/A
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Research design and methods: (1)Open Trials and Refinement: CLS-R will be field tested with 4 SSWs delivering the intervention to students, parents, and teachers. Modification and refinement of materials, manuals, and procedures will follow each trial based on questionnaire data and focus groups. Outcomes will evaluate usability, feasability, and acceptability, implementation fidelity, preliminary effects on student outcomes, and post-training sustainability of SSW EBP skill use. (2) Pilot Study: Using a randomized design, we will compare CLS-R and CLS. Six SSWs will receive CLS-R and 6 SSWs will receive CLS. To temporarily conduct study during COVID-19 school closures, we will test feasbility, usability and accesptability of the fully remote CLS parent component.
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Key measures: Measures of process (training fidelity, attendance), feasibility, usability, and acceptability will be obtained.
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Data analytic strategy: CLS-R usability and feasibility will focus on qualitative analysis of themes from focus groups, quantitative analyses of rating scales, and descriptive analyses of functionality.
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: CLS-R Web-based remote training for school mental health providers |
Behavioral: CLS-R
CLS-R Training includes school provider training in CLS via web platform and videoconferencing for workshops, consultation and coaching.CLS is a 10-12 week program and includes school, parent, and student components which are integrated via joint teacher, parent, and student meetings and use of integrated behavioral programs in the classroom and home.
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| Active Comparator: CLS In-person training for school mental health providers |
Behavioral: CLS-R
CLS-R Training includes school provider training in CLS via web platform and videoconferencing for workshops, consultation and coaching.CLS is a 10-12 week program and includes school, parent, and student components which are integrated via joint teacher, parent, and student meetings and use of integrated behavioral programs in the classroom and home.
|
Outcome Measures
Primary Outcome Measures
- Symptoms of Attention Deficit Hyperactivity Disorder as defined by DSMV [Change from baseline to post-treatment]
Parent and teacher rating scale
Secondary Outcome Measures
- Homework Problems Checklist (HPC) [Change from baseline to post-treatment]
Parent-rated scale
- Children's Organizational Skills Scale (COSS) [Change from baseline to post-treatment]
Parent and teacher rating scale
- Symptoms of Oppositional Defiant Disorder as defined by DSMV [Change from baseline to post-treatment]
Parent and teacher rating scale
- Strengths and Difficulties Questionnaire [Change from baseline to post-treatment]
Parent and teacher rating scale
- Clinical Global Improvement [Change from baseline to post-treatment]
Parent and teacher rating scale
- School Mental Health Provider Rating of Skill Competence, Motivation and Knowledge [Change from baseline to post-treatment]
School mental health provider rating scale
- Alabama Parenting Questionnaire [Change from baseline to post-treatment]
Parent rating scale
- Parenting Stress Index [Change from baseline to post-treatment]
Parent rating scale
Eligibility Criteria
Criteria
Inclusion Criteria:
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Children ages 7-11, 2nd-5th grades
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Presence of academic and social problems related to inattention and/or hyperactivity/impulsivity (as judged by school SSW)
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Six or more inattention symptoms and/or six or more hyperactive/impulsive symptoms endorsed across parent and teacher rating scales (using an either-or algorithm, such that a symptom is counted as being present if either parent or teacher endorses it as occurring 'often' or 'very often')
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Functional impairment reported by either parent or teacher on the IRS (score of 3 or greater)
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Caretaker available and consents to participate in treatment
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Currently attending a participating school full-time
Exclusion Criteria:
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Presence of conditions that are incompatible with this study's treatment:
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severe visual or hearing impairment,
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severe language delay,
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psychosis,
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pervasive developmental disorder
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Parent or child does not read or speak English or does not read or speak Spanish for our Spanish language implementation of CLS (inability to complete assessment measures or participate in group treatments).
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Child is in an all-day special education classroom (children in these classrooms are frequently receiving intensive behavior modification programs such that the intervention would be expected to require modification for use in these settings)
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Children taking psychotropic medication for any reason other than to treat ADHD
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Children planning to change (start or stop) psychotropic medication
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Children who have changed a regimen of psychotropic medication (started or stopped) within 30 days prior to screening
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | HALP Clinic, Children's Center at Langley Porter, UCSF | San Francisco | California | United States | 94143 |
| 2 | University of California San Francisco | San Francisco | California | United States | 94143 |
Sponsors and Collaborators
- University of California, San Francisco
- Institute of Education Sciences
Investigators
- Principal Investigator: Linda Pfiffner, PhD, University of California, San Francisco
Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- R305A170338