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Behavioural Intervention

Enhanced Collaborative Life Skills Program for ADHD

N/A

Recruiting

Led By Linda Pfiffner, Ph.D.

Research Sponsored by University of California, San Diego

Eligibility Criteria Checklist

Specific guidelines that determine who can or cannot participate in a clinical trial

Must have

Youth ages of 7-11 years (2-5th grade) who are attending a participating school

≥6 symptoms (item score ≥2) of Inattention or Hyperactivity-Impulsivity on the pooled parent and teacher Child Symptom Inventory

Timeline

Screening 3 weeks

Treatment Varies

Follow Up pre-intervention (immediately before intervention begins), post-intervention (immediately following intervention), and follow up (6 months after the end of intervention)

Awards & highlights

No Placebo-Only Group

Summary

This trial aims to improve the effectiveness of a program called the Collaborative Life Skills Program (CLS) for children with ADHD. The researchers will use different strategies to enhance the implementation of the program, such

Who is the study for?

This trial is for schools with teams willing to implement a program to help children with ADHD. The teams will use strategies like Team Charters, Communication Training, and Performance Monitoring to improve the effectiveness of the Collaborative Life Skills Program.

What is being tested?

The study compares two methods: the standard Collaborative Life Skills Program versus an enhanced version with team-based strategies (CLS-T). It's a cluster randomized trial in urban schools to see if CLS-T leads to better implementation and child outcomes.

What are the potential side effects?

Since this trial involves educational and organizational interventions rather than medical treatments, traditional side effects are not applicable. However, there may be challenges such as increased workload or changes in team dynamics.

Eligibility Criteria

Inclusion Criteria

You may be eligible if you check “Yes” for the criteria below

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I am between 7 and 11 years old and attend a participating school.

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I have been reported to show significant inattention or hyperactivity-impulsivity symptoms.

Timeline

Screening ~ 3 weeks3 visits

Treatment ~ Varies

Follow Up ~ pre-intervention (immediately before intervention begins), post-intervention (immediately following intervention), follow-up (6 months after the end of intervention).

Screening ~ 3 weeks

Treatment ~ Varies

Follow Up ~pre-intervention (immediately before intervention begins), post-intervention (immediately following intervention), follow-up (6 months after the end of intervention).

This trial's timeline: 3 weeks for screening, Varies for treatment, and pre-intervention (immediately before intervention begins), post-intervention (immediately following intervention), follow-up (6 months after the end of intervention). for reporting.

Treatment Details

Study Objectives

Study objectives can provide a clearer picture of what you can expect from a treatment.

Primary study objectives

Acceptability, Feasibility, and Appropriateness of Intervention Measure

DBRC Completion

Intervention Fidelity

+3 more

Secondary study objectives

Academic Competency Evaluation Scale

Child and Adolescent Symptom Inventory-5

Children's Organizational Skills Scales

+3 more

Other study objectives

Card-Sorting Task

Cohesion scale of Teamwork Quality

Collaboration & Satisfaction About Care Decisions (CSACD)

+5 more

Awards & Highlights

No Placebo-Only Group

All patients enrolled in this study will receive some form of active treatment.

Trial Design

2Treatment groups

Experimental Treatment

Active Control

Group I: Team-Enhanced Collaborative Life Skills Program ImplementationExperimental Treatment1 Intervention

We will integrate three team-based implementation strategies to enhance team effectiveness in CLS, including Team Charters, Team Communication Training via Student Handoff Protocols, and Team Performance Monitoring. These interventions have been shown to improve cognitive (e.g., shared mental models) and affective ((e.g., trust, collective efficacy) team-based emergent states and enhance team-based processes, such as communication and coordination.

Group II: Standard Collaborative Life Skills Program ImplementationActive Control1 Intervention

CLS is a school-delivered intervention coordinating three empirically-supported approaches: teacher consultation and a daily behavior report card, behavioral parent training and child skills training. The three components are integrated over a 10-12 week period to improve symptoms and functional impairment among youth with ADHD.

0 / 2Eligibility criteria met