NCT05713331

Web-based Professional Development for SMHPs in Evidence-Based Practices for Attention and Behavior Challenges

Web-based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges

• Status: Terminated
• Phase: N/A
• Study type: Interventional
• Enrollment: 79 (actual)
• Sponsor: University of California, San Francisco · Academic / Other
• Sex: All
• Age: 7 Years – 11 Years
• Healthy volunteers: Accepted

Summary

This study develops a web-based PD (CLS-R) to provide SSWs with remote training in EBPs for attention and behavior problems. CLS-R is designed to be usable, feasible, portable, accessible, and acceptable - ingredients which have been identified as necessary for the sustainability of school-based programs. The study evaluates the usability, feasibility, acceptability, fidelity of implementation, and preliminary effects on student outcomes.

Detailed description

1. Title of Project: Web-Based Professional Development for School Mental Health Providers in Evidence-Based Practices for Attention and Behavior Challenges 2. RFA Topic and Goal: Social and Behavioral Context for Academic Learning, Goal 2 3. Purpose: Development of a web-based professional development program (PD) for school mental health providers to gain the skills needed to implement evidence-based practices (EBPs) for attention and behavior problems. 4. Setting: The research will be conducted in elementary schools within San Francisco Unified School District (SFUSD). 5. Sample: Participants will include SFUSD school social workers (SSWs), students, parents and teachers. 6. Professional Development to be developed: The Collaborative Life Skills (CLS) program will be developed into a web-based format (CLS-R) with all training and consultation provided remotely via videoconferencing. Includes EBP skill modules for consulting with teachers and parents and working with students directly. 7. Control Condition: N/A 8. Research design and methods: (1)Open Trials and Refinement: CLS-R will be field tested with 4 SSWs delivering the intervention to students, parents, and teachers. Modification and refinement of materials, manuals, and procedures will follow each trial based on questionnaire data and focus groups. Outcomes will evaluate usability, feasability, and acceptability, implementation fidelity, preliminary effects on student outcomes, and post-training sustainability of SSW EBP skill use. (2) Pilot Study: Using a randomized design, we will compare CLS-R and CLS. Six SSWs will receive CLS-R and 6 SSWs will receive CLS. To temporarily conduct study during COVID-19 school closures, we will test feasbility, usability and accesptability of the fully remote CLS parent component. 9. Key measures: Measures of process (training fidelity, attendance), feasibility, usability, and acceptability will be obtained. 10. Data analytic strategy: CLS-R usability and feasibility will focus on qualitative analysis of themes from focus groups, quantitative analyses of rating scales, and descriptive analyses of functionality.

Conditions

• ADHD

Interventions

Type	Name	Description
BEHAVIORAL	CLS-R	CLS-R Training includes school provider training in CLS via web platform and videoconferencing for workshops, consultation and coaching.CLS is a 10-12 week program and includes school, parent, and student components which are integrated via joint teacher, parent, and student meetings and use of integrated behavioral programs in the classroom and home.

Timeline

• Start date: 2017-09-01
• Primary completion: 2020-06-30
• Completion: 2020-06-30
• First posted: 2023-02-06
• Last updated: 2023-02-06

Locations

2 sites across 1 country: United States