Classroom Behavior Support (CBS) Project

Ohio University

Status: Completed

Conditions: ADHD

Treatments: Behavioral: Standard Problem Solving Consultation; Behavioral: Classroom Behavior Support (CBS) Condition

Study type: Interventional

Funder types: Other

Identifiers

NCT05137327

19-F-16

R324A190154 (Other Grant/Funding Number)

Details and patient eligibility

About

The goal of the study is to conduct a randomized clinical trial to evaluate the impact of the Classroom Behavior Support Program (CBS; a multi-component, individually-tailored teacher consultation program) on teachers' classroom management practices (universal and targeted) and resulting student behavioral and educational outcomes relative to a best practices comparison consultation condition.

Full description

Participants will be 165 general education teachers (teaching Kindergarten through 6th grade) who have room for growth in classroom management skills, along with their classroom of students and one target student with inattentive and/or disruptive behavior problems. Teachers will be recruited over 3 cohorts (1 cohort per year). Teachers will be randomly assigned to one of two consultation conditions and participate for an entire academic year. Teachers in both conditions will be scheduled to receive consultation every other week between August and December and one time per month between January and March. The focus of the consultation will be teacher implementation of universal classroom management practices (Tier 1) and the targeted intervention applied with the target student (either a daily report card and organization intervention; Tier 2). Teachers will be observed weekly and data from observation will be incorporated into consultation sessions. Investigators will examine the main effects of consultation on growth in teacher practices (universal and targeted) and change in proximal and distal student outcomes (classwide and in target students), as well as the mediators and moderators of these effects.

Enrollment: 125 patients

Sex: All

Ages: 5 to 12 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

TEACHER INCLUSION CRITERIA:

Teacher of a general education class in a participating elementary school (teacher grades K-6th grade) with at least one of the following from observation screening data.

• Below 51% response to student rule violations;
• A rate of praise per hour that falls below the 30th percentile for teachers of the same grade;
• A rate of student rule violations that exceeds the 70th percentile for that grade.

STUDENT INCLUSION CRITERIA:

• Student must spend at least 50% of his/her day in the teacher's classroom
• Student must receive at three or more scores that are lower than a 3 on a positive Daily Behavior Rating (DBR) subscale or three or more scores higher than 3 on a negative DBR subscale.
• Parents must provide consent.

Exclusion criteria

TEACHER: no exclusionary criteria.

STUDENT: Special education eligibility of cognitive disability, autism, or multiple disability.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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125 participants in 2 patient groups

Classroom Behavior Support (CBS) Condition

Experimental group

Description:

Consultants follow the problem-solving process used in the comparison condition and attempt to address barriers to integrity using the knowledge, skills, beliefs, or stress components in the CBS manual. Consultants conduct a Values Interview, so teacher values can be used in the individual goal setting and decision making process. Consultants are trained to (a) incorporate the teacher's values into the problem-solving process, (b) elicit change talk from teachers using techniques borrowed from Motivational Interviewing, and (c) engage in Socratic questioning and cognitive restructuring for beliefs that may be barriers to integrity (e.g., "should" statements). Enhanced performance feedback involves highlighting connections between teacher integrity and child outcomes and using this as a catalyst for a knowledge, skills, beliefs, or stress component. Consultants use change rulers to elicit motivation to achieve the stated goals.

Treatment:

Behavioral: Classroom Behavior Support (CBS) Condition

Standard Problem Solving Comparison Condition

Active Comparator group

Description:

Consultation in the comparison condition follows a 5-step problem solving approach and provide brief performance feedback procedures that mirror (in duration, content, and process) best practice procedures (Gilbertson et al., 2007; Noell et al., 1997). The guiding principles for this condition are that the performance feedback portion of the session should be limited to 5 to 10 minutes and unless the teacher initiates discussion of other content, the problem solving should remain student-focused, rather than teacher-focused. Discussion on teacher values and beliefs, and attempts to facilitate change talk, are contra-indicated. If the teacher initiates discussion of knowledge, beliefs, or skills, the consultant may answer questions, but may not use strategies associated with Motivational Interview or Cognitive-Behavioral Therapy (CBT) or strategies in CBS condition. We have separate scripts and checklists for each condition.

Treatment:

Behavioral: Standard Problem Solving Consultation