RECAP Multi-Component Intervention Program

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT01488292
Recruitment Status : Completed
First Posted : December 8, 2011
Last Update Posted : June 8, 2015
National Institute of Mental Health (NIMH)
Information provided by (Responsible Party):
Susan Han, Vanderbilt University

Brief Summary:
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 or disease Intervention/treatment Phase
Behavioral Problems Emotional Problems Behavioral: RECAP social skills and reading program Phase 2

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.

Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 150 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Official Title: Multi-Component Mental Health & Academic Intervention for Student Reintegration
Study Start Date : August 2009
Actual Primary Completion Date : June 2014
Actual Study Completion Date : June 2015

Resource links provided by the National Library of Medicine

MedlinePlus related topics: Mental Health

Arm Intervention/treatment
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)

Primary Outcome Measures :
  1. Change in child emotional and behavioral problems [ Time Frame: Baseline & 18 months ]
    Teacher TRF, Parent CBCL, Student SBQ ratings

  2. Change in Woodcock Reading Mastery Test [ Time Frame: Baseline & 18 months ]

Information from the National Library of Medicine

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Ages Eligible for Study:   6 Years to 15 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • Enrollment in behavioral classroom

Exclusion Criteria:

  • Lack of legal guardian to provide consent

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT01488292

United States, Tennessee
Vanderbilt University
Nashville, Tennessee, United States, 37212
Sponsors and Collaborators
Vanderbilt University
National Institute of Mental Health (NIMH)
Principal Investigator: Susan S Han, PhD Vanderbilt University

Responsible Party: Susan Han, Principal Investigator, Vanderbilt University Identifier: NCT01488292     History of Changes
Other Study ID Numbers: 090633
R01MH077596 ( U.S. NIH Grant/Contract )
First Posted: December 8, 2011    Key Record Dates
Last Update Posted: June 8, 2015
Last Verified: December 2014

Keywords provided by Susan Han, Vanderbilt University:
mental health
social skills

Additional relevant MeSH terms:
Problem Behavior
Behavioral Symptoms