Enhancing School-Based Violence Prevention

Medical University of South Carolina (MUSC)

Status: Active, not recruiting

Conditions: Aggressive Childhood Behavior

Treatments: Behavioral: Racial/Ethnic Discrimination Interventions (RED); Behavioral: Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH)

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT04087772

1R01MD013812-01 (U.S. NIH Grant/Contract)

00085255

Details and patient eligibility

About

The purpose of this study is to compare two versions of Mental Health Enhanced Positive Behavioral Interventions and Supports in reducing aggression in middle school students.

Enrollment: 4,840 estimated patients

Sex: All

Ages: 10 to 105 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• for student participants: in 6th and 7th grades in a study school at study entry
• for teacher participants: teacher at a study school

Exclusion criteria

• .for student participants: intellectual disabilities, very limited reading abilities, or in foster care

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

---

4,840 participants in 2 patient groups

Mental Health-Enhanced PBIS

Active Comparator group

Description:

Mental health-enhanced Positive Behavioral Interventions and Supports (PBIS-MH) integrates mental health into the three core elements of PBIS. 1) School-based mental health clinicians are included on leadership teams. 2) Data from teacher and student perceived school climate, as well as universal screening for aggression and mental health difficulties, are used to inform intervention decision-making. 3) Evidence-based mental health prevention and intervention practices are layered into PBIS' three-tiered continuum.

Treatment:

Behavioral: Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH)

Mental Health-Enhanced PBIS + RED

Experimental group

Description:

PBIS-MH+RED involves the components of PBIS-MH integrated with racial/ethnic discrimination interventions (RED) to address multiple forms of school-based racial and ethnic discrimination. 1) Unintentional bias training for school personnel, involving teaching participants to conceptualize prejudice as well as strategies to reduce bias. 2) Unintentional bias training for students that is delivered in a classroom in a developmentally appropriate lesson format. 3) Vulnerable Decision Point process: Leadership teams are trained to reduce disparities in school discipline by a) using disaggregated student discipline data to identify particular settings or practices that are drivers for racial/ethnic disproportionality in a school and b) using iterative problem-solving to address these drivers. 4) Teacher stress reduction training where they are provided with strategies to reduce stress.

Treatment:

Behavioral: Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH)

Behavioral: Racial/Ethnic Discrimination Interventions (RED)