Students, Parents, and Teachers On Track: Intervention Development for Youth With Emotional Disturbance

The recruitment status of this study is unknown because the information has not been verified recently.
Verified October 2012 by Oregon Social Learning Center.
Recruitment status was  Recruiting
Sponsor:
Information provided by (Responsible Party):
Oregon Social Learning Center
ClinicalTrials.gov Identifier:
NCT01705431
First received: October 9, 2012
Last updated: October 11, 2012
Last verified: October 2012

October 9, 2012
October 11, 2012
October 2011
June 2014   (final data collection date for primary outcome measure)
Successful School Transition [ Time Frame: 12 months ] [ Designated as safety issue: No ]
Evidence of academic and social success in transition from treatment school to district school
Same as current
Complete list of historical versions of study NCT01705431 on ClinicalTrials.gov Archive Site
Not Provided
Not Provided
Not Provided
Not Provided
 
Students, Parents, and Teachers On Track: Intervention Development for Youth With Emotional Disturbance
Students, Parents, and Teachers On Track: Intervention Development for Youth With Emotional Disturbance

The purpose of the On Track intervention is to address a need raised by a day-treatment school in Lane County: Support for students transitioning from the day-treatment school (Lane School) to their district middle schools. Eligible students are currently attending Lane School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are preparing to transition to their district schools.

A significant problem in education is that the transition period between a treatment school and a district school represents a high-risk time for failure. Education service district and school district leadership in Lane County contacted the Oregon Social Learning Center to collaborate on this project stating that during this transition period the students have insufficient strategies, services, and supports for generalizing the gains made at Lane School (the treatment school) back into the district middle school setting. They reported that this is a period of high stress and instability for many students and their families. Additionally, district schools lack the resources and supports to import the strategies that supported students to be successful at Lane School. Lane School works to track students' placement and services following completion of their program and data indicate that in the first year after transition, approximately 82% of middle school students transfer to public schools in their home district and the remaining students transfer directly to alternative or in-patient treatment centers. By the second year after transition, however, the majority of students who attended public schools were placed in self-contained classrooms, alternative placements, treatment centers, or received out-of-school tutoring due to emotional and behavioral problems. In addition, many students have high rates of truancy and low levels of parental support. This project is intended to address the gaps in support to increase placement stability at the district schools following the transition. To date, four students have begun the transition process with support from this project. One student has fully transitioned and results from qualitative interviews with the parent and the teacher indicate that the intervention is well liked and providing the supports needed to promote student success at the district middle school. We will continue to collect data to determine the level impact in this domain. A secondary impact is developing strategies to effectively collaborate with multiple school districts to support the common goal of transitioning students smoothly and sustaining placement stability. It is our goal to disseminate these strategies via publications and presentations with other educational researchers and practitioners.

Interventional
Phase 1
Allocation: Non-Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Single Group Assignment
Masking: Open Label
Primary Purpose: Treatment
Emotional Disturbance
Behavioral: On Track
The purpose of the On Track intervention is to address a need raised by a day-treatment school in Lane County: Support for students transitioning from the day-treatment school (Lane School) to their district middle schools. Eligible students are currently attending Lane School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are preparing to transition to their district schools.
Other Name: SWIFT
  • Experimental: Support for students with EBD
    Intervention: Behavioral: On Track
  • No Intervention: Control
    Participants continue with services as usual
Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruiting
30
June 2014
June 2014   (final data collection date for primary outcome measure)

Inclusion Criteria:

  • Clinical Diagnosis of Emotional and Behavioral Disturbance
Both
10 Years to 15 Years
No
Contact: Rohanna Buchanan, PhD 541-485-2711 ext 1127 rohannab@oslc.org
Contact: Alice Holmes, BA 541-485-2711 ext 1129 aliceh@oslc.org
United States
 
NCT01705431
IES R324A110370
No
Oregon Social Learning Center
Oregon Social Learning Center
Not Provided
Principal Investigator: Rohanna Buchanan, PhD Oregon Social Learning Center
Oregon Social Learning Center
October 2012

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP