RECAP Multi-Component Intervention Program

Sponsor

Vanderbilt University (Other)

Overall Status

Completed

CT.gov ID

NCT01488292

Collaborator

National Institute of Mental Health (NIMH) (NIH)

150

Enrollment

Location

Arms

Duration (Months)

2.1

Patients Per Site Per Month

Study Details

Study Description

Brief Summary

This study evaluates the efficacy of the RECAP Mental Health + Academic Program for special education students in behavioral classrooms. The program includes multiple service components: the RECAP classroom mental health curriculum, which develops students' behavioral and social skills; reading intervention; individualized skills training; and parent group. Schools are randomly assigned to the treatment or control group. This two-year multi-component mental health and academic intervention is hypothesized to improve students' mental health, social skills, and academic functioning.

Condition or Disease	Intervention/Treatment	Phase
Behavioral Problems Emotional Problems	Behavioral: RECAP social skills and reading program	Phase 2

Detailed Description

Background Information

This research project evaluates the efficacy of the RECAP Mental Health + Academic Program, a two-year multi-component intervention for special education students in behavioral classrooms. The program has been shown to reduce students' emotional and behavioral problems and remediate academic deficits, particularly with regard to reading skills, in order to enhance academic and behavioral functioning and to facilitate special education students' appropriate transition and reintegration into the mainstream educational setting.

Using an educational and instructional approach that is familiar to school staff and students, RECAP helps teachers and parents to assist children in the development of behavioral and emotional skills that facilitate children's ability to learn and to solve problems adaptively. Many of the techniques and strategies used in RECAP are familiar to teachers, as RECAP represents an integration of basic behavioral principles. Its unique strength lies in its consistent and integrated framework, which provides a common language for students, teachers, and parents to talk about behavioral expectations and positive skills for children to learn and apply in everyday situations. Moreover, the RECAP program focuses on helping students resolve the behavioral and emotional problems that interfere with their own learning as well as the learning of other students in the classroom (e.g., due to lost instructional time via classroom disruption). In addition to this mental health curriculum, the intervention includes a reading intervention component that has been shown to significantly improve the academic progress of students with emotional and behavioral problems. In addition to the obvious fundamental need for direct remediation of this academic skills deficit that is common among these students, the reading intervention is designed to prepare special education students to participate in the academic instruction of the general education classroom at a functionally adaptive level.

Participating schools are randomly assigned to either receive the RECAP program or serve as a comparison school (services as usual). Student outcomes will be evaluated in the fall and spring of two school years, using behavioral observation, academic testing, and teacher-, parent-, and child-reports of psychopathology and social skills.

Study Design

Study Type:

Interventional

Actual Enrollment :

150 participants

Allocation:

Randomized

Intervention Model:

Parallel Assignment

Masking:

None (Open Label)

Primary Purpose:

Treatment

Official Title:

Multi-Component Mental Health & Academic Intervention for Student Reintegration

Study Start Date :

Aug 1, 2009

Actual Primary Completion Date :

Jun 1, 2014

Actual Study Completion Date :

Jun 1, 2015

Arms and Interventions

Arm	Intervention/Treatment
Experimental: RECAP social skills and reading program	Behavioral: RECAP social skills and reading program weekly individual and group sessions
No Intervention: Control group (services as usual) Control Group (services as usual)

Arm

Intervention/Treatment

Experimental: RECAP social skills and reading program

Behavioral: RECAP social skills and reading program

weekly individual and group sessions

No Intervention: Control group (services as usual)

Control Group (services as usual)

Outcome Measures

Primary Outcome Measures

Change in child emotional and behavioral problems [Baseline & 18 months]
Teacher TRF, Parent CBCL, Student SBQ ratings
Change in Woodcock Reading Mastery Test [Baseline & 18 months]

Eligibility Criteria

Criteria

Ages Eligible for Study:

6 Years to 15 Years

Sexes Eligible for Study:

All

Accepts Healthy Volunteers:

Inclusion Criteria:

Enrollment in behavioral classroom

Exclusion Criteria:

Lack of legal guardian to provide consent

Contacts and Locations

Locations

	Site	City	State	Country	Postal Code
1	Vanderbilt University	Nashville	Tennessee	United States	37212

Sponsors and Collaborators

Vanderbilt University
National Institute of Mental Health (NIMH)

Investigators

Principal Investigator: Susan S Han, PhD, Vanderbilt University

Study Documents (Full-Text)

None provided.

More Information

Publications

None provided.

Responsible Party:

Susan Han, Principal Investigator, Vanderbilt University

ClinicalTrials.gov Identifier:

NCT01488292

Other Study ID Numbers:

090633
R01MH077596

First Posted:

Dec 8, 2011

Last Update Posted:

Jun 8, 2015

Last Verified:

Dec 1, 2014

Keywords provided by Susan Han, Principal Investigator, Vanderbilt University

mental health

social skills

Additional relevant MeSH terms:

Problem Behavior

Study Results

No Results Posted as of Jun 8, 2015