Improving Social, Emotional, Behavioral, and Academic Functioning
Depression, Anxiety, Disruptive Behavior Disorder, Trauma, Psychological
About this trial
This is an interventional prevention trial for Depression, Anxiety focused on measuring school mental health, interconnected systems framework
Eligibility Criteria
Inclusion Criteria:
- Elementary schools from pre-selected North Carolina (NC) and South Carolina (SC) school districts
- Serving K-5 students
- Comparable sociodemographic characteristics and fidelity of PBIS implementation
- Principals' consent to Participate
- Students from participating schools
- 3rd grade
Exclusion Criteria:
- Elementary schools from pre-selected NC and SC school districts
- Serving K-8 students
- Students from participating schools
- Children identified with a moderate or severe intellectual disability resulting in inability to participate in student self-report measures
- Children whose parents have submitted an opt-out form
- Children who opt out the day of data collection
Sites / Locations
- East Carolina University
- University of South Carolina
Arms of the Study
Arm 1
Arm 2
Experimental
Active Comparator
Enhanced version of Interconnected Systems Framework (ISFE)
Positive Behavioral Interventions and Supports with Co-located School Mental Health (PBIS+SMH)
The ISFE addresses limitations of positive behavioral interventions and supports (PBIS) and school mental health (SMH) and improves the quality of services within the three tiers of multi-tiered systems of support (MTSS) by providing specific guidance on their systematic interconnection. Meaningful interconnection requires effective interdisciplinary collaboration, well-functioning teams, data-based decision making, and effective selection and implementation of evidence-based practices. The original interconnected systems framework (ISF) capitalizes on PBIS' strong implementation infrastructure and universal prevention strategies and combines these elements with SMH enhancements to Tiers 2 and 3 to achieve a comprehensive continuum of evidence-based practices. The ISFE leverages the strengths of PBIS and SMH to create one integrated system of care that achieves synergy and economies of scale.
Mental health clinicians will be assigned and can work with MTSS teams (or not). Otherwise, there will be no special guidance. We expect this condition to mimic typical practices in schools, where PBIS and SMH efforts are co-located, but not meaningfully interconnected. In other words, we expect parallel functioning (Splett et al., 2014).