Pre-Implementation Enhancement Strategy To Improve Teachers' Intention to Implement Evidence-Based Practices (SC-PIES)
Child Behavior Disorders, Implementation Science, Adolescent Problem Behavior at School
About this trial
This is an interventional health services research trial for Child Behavior Disorders focused on measuring Implementation Science, School Mental Health Services, Healthcare Providers, School Teachers
Eligibility Criteria
Inclusion Criteria:
- Teachers who have no prior training about Proactive Classroom Behavioral Management Strategies (PCBM) targeting youth behaviors in an urban school district.
- Teachers who have no prior experience in implementing Proactive Classroom Behavioral Management Strategies (PCBM) targeting youth behaviors in an urban school district.
Exclusion Criteria:
- Teachers who have attended more than three training sessions about Proactive Classroom Behavioral Management Strategies (PCBM) targeting youth behaviors in an urban school district.
- Teachers who have more than one month of experience in implementing Proactive Classroom Behavioral Management Strategies (PCBM) targeting youth behaviors in an urban school district.
Sites / Locations
Arms of the Study
Arm 1
Arm 2
Experimental
Sham Comparator
Theory-informed pre-implementation enhancement strategies (SC-PIES)
Active control
The SC-PIES was delivered to teachers as a one-hour professional development session immediately before receiving specific training about evidence-based student behavioral management practices and subsequent follow-up consultation. The content of SC-PIES was grounded in three social-cognitive principles: (a) growth mindset, (b) saying-is-believing, and (c) commitment and consistency.
Participants in the active control condition will meet with school administrators to talk about their work irrelevant to SC-PIES or student behaviors. The meeting lasted for the same duration as the SC-PIES at the same time as those in the treatment condition.