BCCU: Coaching Late Elementary School Teachers in Bullying Detection and Intervention (Bullying Classroom Check-Up)
Study Details
Study Description
Brief Summary
The investigators' overall objective is to demonstrate the efficacy of BCCU on elementary aged students' aggressive and bullying behaviors, teacher practices, and student and teacher relationships. The investigators' principal hypothesis is that the BCCU will improve students' aggression and bullying behaviors and their perceptions of the school climate and relationships in the building as well as teacher practices.
| Condition or Disease | Intervention/Treatment | Phase |
|---|---|---|
|
N/A |
Detailed Description
Aim 1: Examine the Efficacy of the BCCU at improving child aggressive and bullying behaviors For this aim, the study team will examine student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on their own aggression and bullying behavior as well as their perceptions of the general bullying climate, rating of safety, and positive bystander behaviors (i.e., how students respond to bullying when they witness it). The study team hypothesize that children in schools randomized to the BCCU condition will be less likely to engage in aggression and bullying, will rate the general bullying climate (i.e., perceptions that bullying is a problem and that adults/students do enough to stop bullying) and sense of safety more positively, and engage in more positive bystander behaviors than children in schools randomized to the control condition.
Aim 2: Examine the efficacy of the BCCU at improving teacher practices and relationships For this aim, the study team will examine teacher and aggregated student self-report measures and classroom observational data at post-test (end of year 1) and in the follow-up assessment (winter of following school year). The study team will focus on teacher self-reported, observed, and student-reported classroom practices as well as perceptions from teachers and students about relationships within the school. The investigators' hypotheses are that teachers in the BCCU condition will engage in more preventive classroom management and intervention strategies (e.g., modeling social emotional competencies such as empathy) in response to bullying than teachers in the control condition, and that teacher-student and student-student relationships will be more positive in classrooms in the BCCU condition than in the control condition.
Exploratory Aim 3: Explore the moderating role of fidelity in the main outcomes of interest. Explore the mediating role of teacher self-efficacy and behavior management practices on distal outcomes.
For this exploratory aim, the study team will examine how fidelity indicators (e.g., dosage, coach adherence, as reported by coaches) moderates intermediate teacher outcomes (e.g., teacher practices) within the main effect models. The study team will also examine how changes in teacher intermediate outcomes (e.g., teacher efficacy and practices) relate to the follow-up year's classroom climate (e.g., relationships) as reported by students (aggregated) and teachers in mediation models.
Study Design
Arms and Interventions
| Arm | Intervention/Treatment |
|---|---|
| Experimental: Intervention group This group will receive Professional Development and Coaching (CCU) |
Behavioral: BCCU
BCCU professional development (PD) modules will be provided to all staff in intervention schools as part of their standard, school-approved professional development practices to provide knowledge and awareness for bullying identification, prevention, and intervention. In addition, consented 3rd-5th grade teachers will participate in the BCCU intervention. The coaching follows the original Classroom Check-Up mode l(Reinke, Herman, & Sprick, 2011), embedding 5 steps (i.e., assessment of the classroom, feedback to teacher, goal setting and plan, ongoing coaching and guided practice in the TeachLivE© mixed-reality simulator [developed at UCF; Dieker, Hynes, Hughes, & Smith, 2008], and self-monitoring) and utilizing motivational interviewing ((Miller & Rollnick, 2012) to empower teacher practice change.
|
| No Intervention: Control group Business as usual |
Outcome Measures
Primary Outcome Measures
- Teacher Prevention/Intervention Strategies [Administered at baseline (before the intervention is launched)]
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
- Teacher Prevention/Intervention Strategies [Administered at the end of the school year, up to 8 months after baseline]
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
- Teacher Prevention/Intervention Strategies [Administered during the winter of the 2nd year of participation]
As self-reported by both teacher and students 'handling of aggression and bullying' designed for this study as well as an observational measure, the ASSIST of proactive behavior management for prevention.
- Safety and aggression climate [Administered at baseline (before the intervention is launched)]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.
- Safety and aggression climate [: Administered at the end of the school year, up to 8 months after baseline]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on safety, rules and consequences, and the general aggression/bullying climate as well as an observational measure, the ASSIST of the disruptive behaviors in the classroom.
Secondary Outcome Measures
- Teacher use of SEL [3 classroom observations at baseline (before the intervention is launched)]
Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at baseline.
- Teacher use of SEL [3 classroom observations at the end of the school year, up to 8 months after baseline]
Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at end of year
- Teacher use of SEL [3 classroom observations during the winter of the 2nd year of participation]
Collected by research team-hired observers trained in an observational measure, called the ASSIST, assessing use of SEL in the classroom 3 classroom observations at end of year.
- Bullying and Positive Bystander Behaviors [Administered at baseline (before the intervention is launched)]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on experiences as a victim of bullying, bystander responses as well as an observational measure, the ASSIST of the aggressive behaviors in the classroom
- Bullying and Positive Bystander Behaviors [Administered at the end of the school year, up to 8 months later after baseline]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on experiences as a victim of bullying, bystander responses as well as an observational measure, the ASSIST of the aggressive behaviors in the classroom
- Teacher Efficacy and burnout [Administered at baseline (before the intervention is launched)]
As self-reported by teacher using a measure of emotional exhaustion/burnout and behavior management self-efficacy
- Teacher Efficacy and burnout [Given at the end of the school up to 8 months after baseline]
As self-reported by teacher using a measure of emotional exhaustion/burnout and behavior management self-efficacy
- Teacher Efficacy and burnout [the final measures are given during 2nd year of participation in the winter]
As self-reported by teacher using a measure of emotional exhaustion/burnout and behavior management self-efficacy
- Teacher and student connectedness [Given first at baseline (before the intervention is launched)]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on teacher connectedness and student connectedness (teacher version) and student-teacher and student-student relationships (student version)
- Teacher and student connectedness [Given at the end of the school year, up to 8 months after baseline data collection]
As self-reported by both teacher and students on surveys using the MDS3 School Climate scales on teacher connectedness and student connectedness (teacher version) and student-teacher and student-student relationships (student version)
Eligibility Criteria
Criteria
Inclusion Criteria:
Inclusion Criteria - Schools 32 schools will be selected based on the following inclusion criteria:
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Urban school to urban fringe districts in the Northeast US
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Predominately minority student body (> 65%)
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Relatively large school with at least two 3rd, 4th, and 5th grade classrooms
Inclusion Criteria - Teachers 1) Teachers of 3rd-5th grade regular education classrooms employed by the participating school sites who provide their consent for participation.
Inclusion Criteria - Students
- All students of consented teachers will be eligible to participate in survey activities.
Exclusion Criteria:
Exclusion Criteria - Teachers
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Teachers in grades other than 3, 4, or 5
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Special education teachers
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Specials (e.g., art, music) teachers
Exclusion Criteria - Students
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Students who do not speak English.
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Special education students who are not integrated within the regular education classroom (i.e., receive education in self-contained classrooms).
Contacts and Locations
Locations
| Site | City | State | Country | Postal Code | |
|---|---|---|---|---|---|
| 1 | Johns Hopkins Bloomberg School of Public Health | Baltimore | Maryland | United States | 21231 |
| 2 | Children's Hospital of Philadelphia | Philadelphia | Pennsylvania | United States | 19104 |
Sponsors and Collaborators
- Johns Hopkins Bloomberg School of Public Health
- Children's Hospital of Philadelphia
- University of Virginia
- Sheppard Pratt Health System
Investigators
None specified.Study Documents (Full-Text)
None provided.More Information
Publications
None provided.- 1R01HD102491-01A1