Multi-level Determinants of Implementation and Sustainment in the Education Sector

Virginia Commonwealth University (VCU)

Status: Completed

Conditions: Evidence Based Programs in Schools

Treatments: Behavioral: BEST in CLASS

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT04430010

HM20019081

R01MH124439 (U.S. NIH Grant/Contract)

Details and patient eligibility

About

The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.

Full description

The goal of this study is to help understand how to successfully implement and sustain evidence based programs (EBP) in the education sector. The study will look at how questions such as what teacher, program, and school characteristics impact sustainment of the EBP BEST in CLASS, what modifications to BEST in CLASS represent a sustained program, and how do teacher, program, and school characteristics influence sustainment of BEST in CLASS.

Enrollment: 241 patients

Sex: All

Ages: 5+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

Teacher participants

• teach in general education Kindergarten, 1st, 2nd, or 3rd grade
• consent to participate
• proficient in English
• participated as a BEST in CLASS teacher who received coaching in the prior year

Family participants

• proficient in English
• have a school-age child or children
• consent to participate

Children participants

• enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom
• proficient in English
• at elevated risk for EBD
• demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating
• parental/guardian consent to participate

Exclusion criteria

Teacher participants

• do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades
• were not part of the BEST in CLASS intervention condition in the year prior
• do not consent to participate
• do not speak fluent English
• do not have at least one student that meets the inclusion criteria

Family participants

• do not speak proficient English
• do not provide consent
• do not have elementary aged children will be excluded.

Children participants

• caregivers do not provide permission for participation
• caregiver(s) do not speak proficient English
• are not proficient in English
• do not screen in as demonstrating risk for EBD

Trial design

Primary purpose: Other

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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241 participants in 1 patient group

Implementation

Experimental group

Description:

Teachers will implement the BEST in CLASS treatment in their classrooms

Treatment:

Behavioral: BEST in CLASS