Precision-Based Approach to Matching Evidence-Based Interventions to Students With Externalizing Behaviors (SIMSRCT)

University of Iowa

Status: Completed

Conditions: Problem;Behaviour;Child

Treatments: Behavioral: Student Intervention Matching System (SIMS); Behavioral: group-based social skills training

Study type: Interventional

Funder types: Other

Identifiers

NCT05752942

SIMS001

Details and patient eligibility

About

Although prevalent across schools in the US, the "One-Size-Fits-All" (OSFA) approach to selecting evidence-based interventions (EBIs) for student externalizing behaviors often yields lackluster outcomes, due to the mismatch between the EBI and students' heterogeneous needs. Emerging literature highlighted the promise of the precision approach to intervention (e.g., Student Intervention Matching System; SIMS), whereas EBIs were selected based on the match between a student's individual needs and the active components of EBIs. This pilot study tested the efficacy, feasibility, and acceptability of SIMS to match EBIs to students with externalizing behaviors. The investigators ran a double-masked randomized waitlist-controlled trial in a diverse urban district. Students at risk for externalizing behaviors were recruited and randomly assigned to the treatment (EBIs matched via SIMS) or control condition (mismatched social-skill training). Students received EBIs based on assigned condition for 10 weeks. Students' externalizing behaviors were assessed via a multi-method approach at baseline and 10-week posttest. Teachers rated the feasibility and acceptability of SIMS at 10-week posttest. The investigators used cluster-adjusted ANCOVAs to compare efficacy of matched EBIs via SIMS against that of the mismatched social skill training in reducing student externalizing behaviors.

Enrollment: 51 patients

Sex: All

Ages: 9 to 12 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• with a moderate risk for externalizing behavioral problems, which was indicated by a score between 4 and 8 on the Student Risk Screening Scale-Externalizing.
• receiving the majority of services in general education settings
• in 3rd, 4th, or 5th grade level.

Exclusion criteria

• severe risk for externalizing problems, which was indicated by a score exceeding 8 on the Student Risk Screening Scale-Externalizing. The students at severe risk will be referred to the school counselor for appropriate service.

Trial design

Primary purpose: Treatment

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Triple Blind

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51 participants in 2 patient groups

Treatment: Student Intervention Matching System

Experimental group

Description:

In the treatment condition, the students received a performance-based interventions matched to their individual needs and characteristics based on Student Intervention Matching System (SIMS).

Treatment:

Behavioral: Student Intervention Matching System (SIMS)

Active control: group-based social skills training

Active Comparator group

Description:

In the control condition, students received an unconditionally mismatched acquisition-based EBI (group-based social skills training).

Treatment:

Behavioral: group-based social skills training