RECAP Multi-Component Intervention Program

This study is enrolling participants by invitation only.
Sponsor:
Collaborator:
Information provided by (Responsible Party):
Susan Han, Vanderbilt University
ClinicalTrials.gov Identifier:
NCT01488292
First received: November 23, 2011
Last updated: February 11, 2013
Last verified: February 2013
  Purpose

This study evaluates the efficacy of the RECAP Mental Health + Academic Program for special education students in behavioral classrooms. The program includes multiple service components: the RECAP classroom mental health curriculum, which develops students' behavioral and social skills; reading intervention; individualized skills training; and parent group. Schools are randomly assigned to the treatment or control group. This two-year multi-component mental health and academic intervention is hypothesized to improve students' mental health, social skills, and academic functioning.


Condition Intervention Phase
Behavioral Problems
Emotional Problems
Behavioral: RECAP social skills and reading program
Phase 2

Study Type: Interventional
Study Design: Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Primary Purpose: Treatment
Official Title: Multi-Component Mental Health & Academic Intervention for Student Reintegration

Resource links provided by NLM:


Further study details as provided by Vanderbilt University:

Primary Outcome Measures:
  • Change in child emotional and behavioral problems [ Time Frame: Baseline & 18 months ] [ Designated as safety issue: No ]
    Teacher TRF, Parent CBCL, Student SBQ ratings

  • Change in Woodcock Reading Mastery Test [ Time Frame: Baseline & 18 months ] [ Designated as safety issue: No ]

Estimated Enrollment: 150
Study Start Date: August 2009
Estimated Study Completion Date: June 2014
Estimated Primary Completion Date: June 2014 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: RECAP social skills and reading program Behavioral: RECAP social skills and reading program
weekly individual and group sessions
No Intervention: Control group (services as usual)
Control Group (services as usual)

Detailed Description:

Background Information

This research project evaluates the efficacy of the RECAP Mental Health + Academic Program, a two-year multi-component intervention for special education students in behavioral classrooms. The program has been shown to reduce students' emotional and behavioral problems and remediate academic deficits, particularly with regard to reading skills, in order to enhance academic and behavioral functioning and to facilitate special education students' appropriate transition and reintegration into the mainstream educational setting.

Using an educational and instructional approach that is familiar to school staff and students, RECAP helps teachers and parents to assist children in the development of behavioral and emotional skills that facilitate children's ability to learn and to solve problems adaptively. Many of the techniques and strategies used in RECAP are familiar to teachers, as RECAP represents an integration of basic behavioral principles. Its unique strength lies in its consistent and integrated framework, which provides a common language for students, teachers, and parents to talk about behavioral expectations and positive skills for children to learn and apply in everyday situations. Moreover, the RECAP program focuses on helping students resolve the behavioral and emotional problems that interfere with their own learning as well as the learning of other students in the classroom (e.g., due to lost instructional time via classroom disruption). In addition to this mental health curriculum, the intervention includes a reading intervention component that has been shown to significantly improve the academic progress of students with emotional and behavioral problems. In addition to the obvious fundamental need for direct remediation of this academic skills deficit that is common among these students, the reading intervention is designed to prepare special education students to participate in the academic instruction of the general education classroom at a functionally adaptive level.

Participating schools are randomly assigned to either receive the RECAP program or serve as a comparison school (services as usual). Student outcomes will be evaluated in the fall and spring of two school years, using behavioral observation, academic testing, and teacher-, parent-, and child-reports of psychopathology and social skills.

  Eligibility

Ages Eligible for Study:   6 Years to 15 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No
Criteria

Inclusion Criteria:

  • Enrollment in behavioral classroom

Exclusion Criteria:

  • Lack of legal guardian to provide consent
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT01488292

Locations
United States, Tennessee
Vanderbilt University
Nashville, Tennessee, United States, 37212
Sponsors and Collaborators
Vanderbilt University
Investigators
Principal Investigator: Susan S Han, PhD Vanderbilt University
  More Information

No publications provided

Responsible Party: Susan Han, Principal Investigator, Vanderbilt University
ClinicalTrials.gov Identifier: NCT01488292     History of Changes
Other Study ID Numbers: 090633, R01MH077596
Study First Received: November 23, 2011
Last Updated: February 11, 2013
Health Authority: United States: Institutional Review Board
United States: Federal Government

Keywords provided by Vanderbilt University:
mental health
social skills

Additional relevant MeSH terms:
Mental Disorders

ClinicalTrials.gov processed this record on August 01, 2014