Ignite Creation Date:
2024-05-06 @ 5:04 PM
Last Modification Date:
2024-10-26 @ 2:22 PM
Study NCT ID:
NCT05189769
Status:
ENROLLING_BY_INVITATION
Last Update Posted:
2023-12-06
First Post:
2021-11-30
Brief Title:
Reducing Racism and Discrimination in Schools Comprehensive Prevention Services
Sponsor:
University of Alabama Tuscaloosa
Organization:
University of Alabama Tuscaloosa
Study Overview
Official Title:
Reducing Racism and Discrimination in Schools Comprehensive Prevention Services
Status:
ENROLLING_BY_INVITATION
Status Verified Date:
2023-11
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The primary purpose of this project is to test a comprehensive two-part intervention with ReACT and a recently adapted Coping Power Program ReACT and PBIS are school-wide universal interventions Coping Power and Coping Power are targeted preventive interventions designed to assist at-risk 7th grade students to improve their coping with interpersonal stressors during middle school This project will evaluate the effects of the program on teacher student and parent perceptions of school climate student behavior social-emotional competence disciplinary infractions and identity for 7th grade students in Coping Power or Coping Power
Detailed Description:
Project Rationale Data from public Middle Schools indicate increasing rates of unsafe disruptive and event violent behaviors across the US These incidents may also include peer victimization Racially and ethnically minoritized youth are disproportionately affected by these incidents and occurrences of racial bias in school The purpose of the Comprehensive Prevention Strategies CPS intervention is to preventatively promote youth safety and belonging across individual school and community settings by intervening at multiple entry points The primary components include 1 an adapted version of Coping Power and 2 extended PBIS strategies called ReACT Racial equity through Assessing data for vulnerable decision points culturally responsive behavior strategies and Teaching about implicit bias and how to neutralize it is for teachers This project leverages the evidence-based Coping Power student and parent interventions and Positive Behavioral Interventions and Supports PBIS approaches to include much-needed adaptations to address this critical issue This project has the potential for important public health outcomes a reducing youth violence b improving school climate and c improving teacher practices regarding discipline disproportionate discipline and bias in public schools
Project Aims The primary purpose of this project is to test a comprehensive two-part intervention with ReACT and a recently adapted Coping Power Program ReACT and PBIS are school-wide universal interventions Coping Power and Coping Power are targeted preventive interventions designed to assist at-risk 7th grade students to improve their coping with interpersonal stressors during middle school This project will evaluate the effects of the program on teacher student and parent perceptions of school climate student behavior social-emotional competence disciplinary infractions and identity for 7th grade students in Coping Power or Coping Power
Funding This project is funded by a 5-year grant awarded by the National Institute of Minority Health and Health Disparities
Sample of Schools A total of 18 middle schools have been recruited for involvement in this project 11 in Huntsville City Schools and 7 in Jefferson County Public Schools
Student Participation and Data Collection Students who are identified by teachers andor school staff as potentially benefiting from Coping Power on the 6-item universal screener completed by 6th grade teachers each project year in the spring will be contacted by school staff to request active parental consent for participation
Benefits to Participating Schools To implement the Coping Power and Coping Power Programs clinicians will be hired by the grant and will be co-trained with one or more school-based staff members eg school counselor school psychologist In appreciation of staff time devoted to leading the Coping Power groups the grant will provide a 25 per session donation to the school 625 per year
This project will increase the schools capacity to implement an evidence-based Tier 3 prevention program to support students and their families
Timeline This 5-year project began in 2019 with the development of CP adaptations and ReACT strategies for middle school Study activities were halted in 2020 due to the pandemic In August of 2021 researchers will continue with ReACT educator training on full day then send parental permission forms for Coping Power participation Coping Power groups will start in September and run weekly for the rest of the year ReACT training will be followed by monthly one-hour strategy sessions for the remainder of the school year While ReACT training will be complete another cohort of 7th grade students will enter Coping Power screened in each spring in September 2022 and September 2023 Each year approximately 17 students from each middle school will participate in Coping Power groups
Expected Outcome Researchers proposed that adapted culturally responsive Coping Power will be more effective than traditional Coping Power in promoting prosocial behavior for 7th grade participants
ReACT Teacher Training
ReACT Racial equity through Assessing data for vulnerable decision points Culturally responsive behavior strategies and Teaching about implicit bias and how to neutralize it is a universal professional development intervention for all school staff to leverage the PBIS framework for increasing racial equity in school discipline McIntosh Barnes et al 2014 The intervention includes whole-school professional development sessions delivered throughout the year that focus on understanding discipline decision making and the effects of bias a root cause analysis of discipline data and creation of a tailored intervention plan with strategies selected to address these root causes
Middle School Coping Power Child and Parent Program The Coping Power Program is a rigorously tested multi-component school-based intervention for children and their parents Lochman Wells 1996 that addresses issues related to aggression and problem behavior Efficacy and effectiveness studies conducted in multiple schools in Alabama and throughout the United States over the past two decades have found Coping Power to reduce students levels of externalizing and internalizing behaviors and substance use and to enhance students language artss grades through long-term follow-up periods in comparison to randomized control and comparison students families in need of specialized services
The Coping Power student component is offered to groups of six students at the school and features 25 weekly group sessions each lasting about 45 minutes The program includes 12 parenting sessions during which parents meet in groups of 10-12 with two co-leaders
Aim 1 To determine the extent to which SWPBIS training is more effective than SWPBIS alone as a Tier 1 in reducing disproportionate disciplinary practices and if differences are moderated by student and teacher race
Aim 2 To determine the extent to which CP is more effective than CP as a targeted intervention in reducing interracial and intraracial aggression and if differences are moderated by student race
Aim 3 To determine the extent to which the effects of CP relative to CP differ depending on the Tier 1 context SWPBIS vs SWPBIS and whether those effects are moderated by student race
In addition poverty will be included as potential covariates in the model at both the individual student freereduced price lunch status and school percentage of students receiving freereduced price lunch levels
Project Aims The primary purpose of this project is to test a comprehensive two-part intervention with ReACT and a recently adapted Coping Power Program ReACT and PBIS are school-wide universal interventions Coping Power and Coping Power are targeted preventive interventions designed to assist at-risk 7th grade students to improve their coping with interpersonal stressors during middle school This project will evaluate the effects of the program on teacher student and parent perceptions of school climate student behavior social-emotional competence disciplinary infractions and identity for 7th grade students in Coping Power or Coping Power
Funding This project is funded by a 5-year grant awarded by the National Institute of Minority Health and Health Disparities
Sample of Schools A total of 18 middle schools have been recruited for involvement in this project 11 in Huntsville City Schools and 7 in Jefferson County Public Schools
Student Participation and Data Collection Students who are identified by teachers andor school staff as potentially benefiting from Coping Power on the 6-item universal screener completed by 6th grade teachers each project year in the spring will be contacted by school staff to request active parental consent for participation
Benefits to Participating Schools To implement the Coping Power and Coping Power Programs clinicians will be hired by the grant and will be co-trained with one or more school-based staff members eg school counselor school psychologist In appreciation of staff time devoted to leading the Coping Power groups the grant will provide a 25 per session donation to the school 625 per year
This project will increase the schools capacity to implement an evidence-based Tier 3 prevention program to support students and their families
Timeline This 5-year project began in 2019 with the development of CP adaptations and ReACT strategies for middle school Study activities were halted in 2020 due to the pandemic In August of 2021 researchers will continue with ReACT educator training on full day then send parental permission forms for Coping Power participation Coping Power groups will start in September and run weekly for the rest of the year ReACT training will be followed by monthly one-hour strategy sessions for the remainder of the school year While ReACT training will be complete another cohort of 7th grade students will enter Coping Power screened in each spring in September 2022 and September 2023 Each year approximately 17 students from each middle school will participate in Coping Power groups
Expected Outcome Researchers proposed that adapted culturally responsive Coping Power will be more effective than traditional Coping Power in promoting prosocial behavior for 7th grade participants
ReACT Teacher Training
ReACT Racial equity through Assessing data for vulnerable decision points Culturally responsive behavior strategies and Teaching about implicit bias and how to neutralize it is a universal professional development intervention for all school staff to leverage the PBIS framework for increasing racial equity in school discipline McIntosh Barnes et al 2014 The intervention includes whole-school professional development sessions delivered throughout the year that focus on understanding discipline decision making and the effects of bias a root cause analysis of discipline data and creation of a tailored intervention plan with strategies selected to address these root causes
Middle School Coping Power Child and Parent Program The Coping Power Program is a rigorously tested multi-component school-based intervention for children and their parents Lochman Wells 1996 that addresses issues related to aggression and problem behavior Efficacy and effectiveness studies conducted in multiple schools in Alabama and throughout the United States over the past two decades have found Coping Power to reduce students levels of externalizing and internalizing behaviors and substance use and to enhance students language artss grades through long-term follow-up periods in comparison to randomized control and comparison students families in need of specialized services
The Coping Power student component is offered to groups of six students at the school and features 25 weekly group sessions each lasting about 45 minutes The program includes 12 parenting sessions during which parents meet in groups of 10-12 with two co-leaders
Aim 1 To determine the extent to which SWPBIS training is more effective than SWPBIS alone as a Tier 1 in reducing disproportionate disciplinary practices and if differences are moderated by student and teacher race
Aim 2 To determine the extent to which CP is more effective than CP as a targeted intervention in reducing interracial and intraracial aggression and if differences are moderated by student race
Aim 3 To determine the extent to which the effects of CP relative to CP differ depending on the Tier 1 context SWPBIS vs SWPBIS and whether those effects are moderated by student race
In addition poverty will be included as potential covariates in the model at both the individual student freereduced price lunch status and school percentage of students receiving freereduced price lunch levels
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None