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The Seattle Social Development Project: An Implementation of the Raising Healthy Children Intervention (SSDP)

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ClinicalTrials.gov Identifier: NCT04075019
Recruitment Status : Completed
First Posted : August 30, 2019
Last Update Posted : September 3, 2019
Sponsor:
Collaborator:
National Institute on Drug Abuse (NIDA)
Information provided by (Responsible Party):
J. David Hawkins, University of Washington

Brief Summary:
The Seattle Social Development Project (SSDP) included a three-part intervention for teachers, parents, and students in grades 1 to 6. It was a universal prevention program that was tested in elementary schools serving children from high crime urban areas. The intervention trained teachers in proactive classroom management, interactive teaching, and cooperative learning. SSDP also offered training to parents in child behavior management, academic support, and skills to reduce risks for drug use. It provided training to children designed to affect interpersonal problem solving and refusal skills. These interventions were designed to reduce risks and increase protection at the individual, peer, family and school levels. The package of interventions was guided theoretically by the social development model. We hypothesized that training teachers to teach and manage their classrooms in ways that promote bonding to school, training parents to manage their families in ways that promote bonding to family and to school, and providing children with training in skills for social interaction would positively affect children's attitudes toward school, behavior at school, and academic achievement. These methods further sought to reduce children's opportunities and rewards for antisocial involvement. We thought that these changes would, in turn, set children on a different developmental trajectory observable in higher school achievement and fewer health-risk behaviors later in adolescence.

Condition or disease Intervention/treatment Phase
Adolescent Health Adolescent Problem Behavior Behavioral: The Raising Healthy Children intervention, including teacher training, child skill development, and parent training Not Applicable

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 808 participants
Allocation: Non-Randomized
Intervention Model: Factorial Assignment
Intervention Model Description: This study examined four separate groups, a "full intervention group" exposed to the interventions in grades 1 through 6, a "late intervention group" exposed to the interventions only in grades 5 and 6, a minimal "parent-training only group" (grades 5 and 6), and a control group that received no special intervention.
Masking: None (Open Label)
Primary Purpose: Prevention
Official Title: The Seattle Social Development Project: A Quasi-experimental Test of the Raising Healthy Children (RHC) Intervention With Teachers, Parents, and Students in Grades 1 to 6 in Elementary Schools Serving Children From High Crime Urban Areas
Actual Study Start Date : September 1, 1981
Actual Primary Completion Date : June 13, 1987
Actual Study Completion Date : June 30, 1993

Arm Intervention/treatment
Experimental: full intervention
students assigned to intervention classrooms in grades 1 through 4 and who remained in schools assigned to the intervention condition in grades 5 or 6
Behavioral: The Raising Healthy Children intervention, including teacher training, child skill development, and parent training
Other Name: Seattle Social Development Project

Experimental: late intervention
students in intervention classrooms in grades 5 and 6 only
Behavioral: The Raising Healthy Children intervention, including teacher training, child skill development, and parent training
Other Name: Seattle Social Development Project

Experimental: parent-training only
students whose parents were offered parent training only when their children were in grades 5 and 6 and no other intervention
Behavioral: The Raising Healthy Children intervention, including teacher training, child skill development, and parent training
Other Name: Seattle Social Development Project

No Intervention: control
students in schools assigned to receive no intervention in grades 5 and 6 and who were not in intervention classrooms in grades 1 through 4



Primary Outcome Measures :
  1. substance use [ Time Frame: annually at ages 10 through 16 and again at age 18 (1985 through 1991 and in 1993) ]
    Youth substance use was assessed by having all study participants complete standardized survey instruments from the University of Michigan Monitoring the Future survey annually from ages 10 to 16 and again at age 18, designed to assess children's substance use. Items from surveys were combined into scales assessing youth self-reported onset and use of specific substances in the year and 30 day period prior to each survey administration.

  2. delinquency [ Time Frame: annually at ages 10 through 16 and again at age 18 (1985 through 1991 and in 1993) ]
    Youth delinquency was assessed by having all study participants complete standardized survey instruments from the University of Colorado National Youth Survey annually from ages 10 to 16 and again at age 18, designed to assess children's delinquent behavior. Items from surveys were combined into scales assessing youth onset of delinquency and number of different delinquent acts self-reported by youth for the year prior to each survey administration..

  3. school misbehavior [ Time Frame: annually at ages 10 through 16 and again at age 18 (1985 through 1991 and in 1993) ]
    Youth school misbehavior was assessed by having all study participants complete standardized survey instruments annually from ages 10 to 16 and again at age 18, designed to assess children's behavioral outcomes. Teachers completed the Teacher Report Form of the Child Behavior Checklist, a standardized instrument developed to measure children's behaviors, annually from ages 11 to 14. Items from surveys were combined into scales assessing youths' self-reported onset and involvement in misbehavior at school and teacher reported involvement of the participant in misbehavior at school in the year prior to each survey administration.

  4. aggression and violence [ Time Frame: annually at ages 10 through 16 and again at age 18 (1985 through 1991 and in 1993) ]
    Youth aggression and violence was assessed by having all study participants complete standardized survey instruments annually from ages 10 to 16 and again at age 18, designed to assess children's behavioral outcomes. Teachers completed the Teacher Report Form of the Child Behavior Checklist, a standardized instrument developed to measure children's behaviors, annually from ages 11 to 14. Items from surveys were combined into scales assessing youths' self-reported onset and involvement in aggressive and violent behavior and teacher reported involvement of the participant in aggressive and violent behavior in the year prior to each survey administration.

  5. school achievement [ Time Frame: annually at ages 10 through 16 and again at age 18 (1985 through 1991 and in 1993) ]
    Youth school achievement was assessed by having all study participants complete standardized survey instruments annually from ages 10 to 16 and again at age 18, designed to assess children's behavioral outcomes. Teachers completed the Teacher Report Form of the Child Behavior Checklist, a standardized instrument developed to measure children's behaviors, annually from ages 11 to 14. Items from surveys were combined into scales assessing youths' self-reported level of achievement at school and teacher reported level of participant achievement in the year prior to each survey administration.



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Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • All students enrolled in the fifth grade in 1985 in one of 18 Seattle public elementary schools selected for the study were eligible
  • Eligible schools had to serve children from neighborhoods with above average crime rates
  • Parents of eligible participants consented to their longitudinal participation

Exclusion Criteria:

-


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 ClinicalTrials.gov identifier (NCT number): NCT04075019


Sponsors and Collaborators
University of Washington
National Institute on Drug Abuse (NIDA)
Investigators
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Principal Investigator: J. David Hawkins, PhD University of Washington
Publications of Results:
Publications automatically indexed to this study by ClinicalTrials.gov Identifier (NCT Number):
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Responsible Party: J. David Hawkins, Professor, School of Social Work, and Director, Social Development Research Group, University of Washington
ClinicalTrials.gov Identifier: NCT04075019    
Other Study ID Numbers: STUDY 22-355
R01DA003721 ( U.S. NIH Grant/Contract )
First Posted: August 30, 2019    Key Record Dates
Last Update Posted: September 3, 2019
Last Verified: August 2019
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: Yes
Plan Description: Selected, de-identified data are shared with collaborating colleagues at other institutions. Shared datasets contain variable subsets related to analyses planned for developing papers for publication.
Supporting Materials: Study Protocol
Time Frame: Data first became available in 1986 and are available on an ongoing basis.
Access Criteria: Selected, de-identified data are shared with collaborating colleagues at other institutions after obtaining signed "fair use" and confidentiality agreements from the collaborator wherein they agree to work with the study PIs and abide by study-related human subjects and consent agreements, and data security procedures. Shared datasets are to be used for analyses planned for developing papers for publication. The PI is responsible for obtaining signed agreements and reviewing and approving data sharing requests.

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No
Keywords provided by J. David Hawkins, University of Washington:
Proactive classroom management
Interactive teaching
Cooperative learning
Interpersonal problem solving skills
Refusal skills
Behavior management skills
Academic support skills
Skills to reduce risks for drug use
Additional relevant MeSH terms:
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Problem Behavior
Behavioral Symptoms