Lawson Gwendolyn M, Owens Julie Sarno, Mandell David S, Tavlin Samantha, Rufe Steven, Lyon Aaron R, Eiraldi Ricardo, Power Thomas J
Children's Hospital of Philadelphia, Philadelphia, USA.
Department of Psychiatry, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA.
Pilot Feasibility Stud. 2023 Aug 25;9(1):151. doi: 10.1186/s40814-023-01381-4.
Teacher-delivered behavioral classroom management interventions are effective for students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) or other disruptive behavior challenges, but they can be difficult for teachers to use in the classroom. In this study, we will pilot test a package of implementation strategies to support teachers in using behavioral classroom interventions for students with ADHD symptoms.
We will use a 2-group, randomized controlled trial to compare outcomes for teachers who receive Positive Behavior Management Implementation Resources (PBMIR), a theory and data-driven implementation resource package designed to increase teacher implementation of behavioral classroom management interventions, with those who do not receive this additional implementation support. We will measure teacher implementation outcomes (e.g., observed fidelity to behavioral classroom interventions) and student clinical outcomes (e.g., ADHD-related impairment, ADHD symptoms, student-teacher relationship, academic performance) before and after an 8-week intervention period for both groups; we will also measure teacher-reported acceptability, appropriateness, and feasibility for the PBMIR group following the intervention period.
If there is preliminary evidence of feasibility and effectiveness, this pilot study will provide the foundation for evaluation the PBMIR at a larger scale and the potential to improve outcomes for students with or at risk for ADHD.
This clinical trial was registered at ClinicalTrials.gov. ( https://clinicaltrials.gov/ ) on 8/5/2022 which was prior to the time of first participant enrollment. The registration number is: NCT05489081.
由教师实施的课堂行为管理干预措施对于患有注意力缺陷多动障碍（ADHD）或有患该障碍风险的学生，以及面临其他破坏性行为挑战的学生是有效的，但教师在课堂上实施起来可能有困难。在本研究中，我们将对一套实施策略进行试点测试，以支持教师对有ADHD症状的学生使用课堂行为干预措施。
我们将采用两组随机对照试验，比较接受积极行为管理实施资源（PBMIR）的教师与未接受这种额外实施支持的教师的结果。PBMIR是一个基于理论和数据的实施资源包，旨在提高教师对课堂行为管理干预措施的实施程度。我们将在两组为期8周的干预期前后，测量教师的实施结果（如观察到的对课堂行为干预措施的忠实度）和学生的临床结果（如与ADHD相关的损害、ADHD症状、师生关系、学业成绩）；我们还将在干预期后测量PBMIR组教师报告的可接受性、适宜性和可行性。
如果有可行性和有效性的初步证据，这项试点研究将为大规模评估PBMIR提供基础，并有可能改善患有ADHD或有患该障碍风险的学生的结果。
这项临床试验于2022年8月5日在ClinicalTrials.gov（https://clinicaltrials.gov/ ）注册，这是在第一名参与者入组之前。注册号为：NCT05489081。
