Enhancing Team Effectiveness for School-based ADHD Intervention
This study is testing two approaches to help children aged 7-11 with Attention Deficit/Hyperactivity Disorder (ADHD) in schools. One approach is the "Team-Enhanced Collaborative Life Skills Program (BEHAVIORAL)" which adds team-building strategies like Team Charters and communication training to an existing program. The other is the "Standard Collaborative Life Skills Program (BEHAVIORAL)" which involves teacher consultation, parent training, and child skills training. The goal is to see if the team-enhanced program improves how well the intervention is put into practice and if it leads to better outcomes for children with ADHD. Researchers will look at how acceptable, feasible, and appropriate the interventions are, as well as how consistently they are used. The study aims to enroll 144 participants, but its current status is unclear.
- Study design
- This interventional study plans to enroll 144 participants. It compares two different behavioral interventions for children with ADHD.
- What's involved
- Participants will be involved in an intervention that lasts for 10-12 weeks. Intervention fidelity and daily behavior report card completion will be measured weekly during a 3-month period.
- Compensation
- Not stated in the trial record.
- Follow-up
- Acceptability, feasibility, and appropriateness will be measured immediately after the intervention. Focus groups will be conducted following the effectiveness trial and during the next school year.
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Enhancing Team Effectiveness for a Collaborative School-based Intervention for ADHD
At a glance
Conditions
Where it's being run
1 sites across 1 statesStudy leadership
- Miguel Villodas, Ph.D. · PRINCIPAL_INVESTIGATOR · San Diego State University
- Linda Pfiffner, Ph.D. · PRINCIPAL_INVESTIGATOR · University of California, San Francisco
Who to contact
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What this trial measures
- Acceptability, Feasibility, and Appropriateness of Intervention MeasurePost-intervention (immediately following intervention)
This 12-item measure will be completed by parents, teachers, and SMHPs at post-intervention to assess the extent to which the CLS intervention, Team Charters, Handoff protocols, and Team Progress Monitoring and Assessment procedures are appealing, liked, and welcomed in their setting (acceptability); fitting, suitable, and applicable in their setting (appropriateness); possible and doable in their setting (feasible).
- Intervention FidelityWeekly during 3-month long intervention
Fidelity monitoring observation checklists will be adapted in Year 1 from those previously developed for CLS to measure fidelity of SMHP training in standard CLS and CLS-T, as well as SMHP implementation of each component of the CLS and the TBIS. A separate measure of SMHP competence in executing the treatment will be adapted from the CLS Implementation Quality Form used in previous trials, which will be completed by the trainer after each "live" observation. Items assess clarity of skill presentation, thoroughness of homework review, use of practical examples, and effectiveness of handout review rated by the trainer on a 1- 5 scale (from 1=not at all to 5= most). The child-group version includes items such as use of effective commands, prompts and praise, and clarity of skill presentation rated by the trainer on a 1-5 scale (from 1=not at all to 5=most). A second research team member (blinded to group assignment) will rate 15% of sessions to estimate inter-rater reliability.
- DBRC CompletionWeekly during 3-month long intervention
The proportion of school days the school eDBRC was implemented each week will be calculated based on the number of completed eDBRCs, divided by the overall count of possible school days during the week, as we have done in previous trials.13 School holidays (coded from the online student calendar for each school), child absence, special school events/field trips and substitute teacher days (when noted on the eDBRC) will not be included in the overall count of possible school days during the week.
- Parenting Skill Use DiaryDaily during 3-month long intervention
This 2-item measures assesses parent's use of behavioral strategies in responses to adaptive, as well as maladaptive child behaviors. It is completed in a daily diary format.
- System Usability Scale (SUS)Post-Intervention (immediately following intervention)
Parents, teachers, and SMHPs will completed this 10-item agnostic scale assessing product usability, with SUS scores above 80 indicating good usability.57-59 SUS will be completed by SMHPs, teachers, and parents after pre-intervention focus groups, and at the post-intervention assessment of the randomized trial to assess usability of each TBIS.
- Sustained Use of EBP StrategiesFollow-up (6 months after the end of intervention)
SMHPs, parents, and teachers will each complete customized measures that query whether they are still using the skills learned in CLS during the subsequent school year, with new students/teachers. The scales will be adapted from scales used in previous clinical trials evaluating CLS and will include questions about use of the TBIS.