Students With Involved Families and Teachers (SWIFT-RCT)

Oregon Social Learning Center

Status: Enrolling

Conditions: Parenting; Emotional Regulation; Adolescent Behavior

Treatments: Behavioral: Students with Involved Families and Teacher Program; Behavioral: Services As Usual

Study type: Interventional

Funder types: Other

Identifiers

NCT05890456

R324A190122

Details and patient eligibility

About

PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school.

SETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program.

POPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities.

INTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.

SERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.

Enrollment: 320 estimated patients

Sex: All

Ages: 10 to 16 years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Students in grades 5 through 8
• In school districts in the the Lane Education Service District
• Eligible for or at risk of eligibility for special education services for emotional or behavior disorders
• Transitioning or at risk of transitioning between school settings or placements
• English or Spanish speaking

Exclusion criteria

• Students receiving intensive family and school support services from local community mental health agencies
• Students with a hearing or vision impairment that would limit participation in the program components or the assessment protocol.

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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320 participants in 2 patient groups

Treatment Arm

Experimental group

Description:

The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students. SWIFT students will continue to receive any school-based services that were receiving prior to entering the study.

Treatment:

Behavioral: Students with Involved Families and Teacher Program

Services As Usual Control

Active Comparator group

Description:

The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.

Treatment:

Behavioral: Services As Usual