Enhancing Team Effectiveness for a Collaborative School-based Intervention for ADHD

Part of paid clinical trials in San Diego, California.

Sponsor
University of California, San Diego
Study ID
NCT06180681
Status
Recruiting
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Conditions

  • Attention Deficit/ Hyperactivity Disorder
  • Implementation Science
  • School-based Interventions
  • Team-effectiveness Research

Eligibility Criteria

Sex
ALL
Age
7 Years - 11 Years
Healthy Volunteers
Not accepted

Interventions

  • Team-Enhanced Collaborative Life Skills Program — BEHAVIORAL
    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.
  • Standard Collaborative Life Skills Program — BEHAVIORAL
    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.

Study Details

The proposed project aims to integrate team-based implementation strategies with an established school-based intervention for children with ADHD, the Collaborative Life Skills Program (CLS), to enhance its implementation and optimize its effectiveness. The investigators will tailor three empirically-supported team development interventions, Team Charters, Team Communication Training (Student Handoff Protocols), and Team Performance Monitoring, and integrate them into a team-enhanced CLS implementation protocol (CLS-T). Team Charters are a written document developed collaboratively by the team at the outset of their work together outlining expectations, goals, roles and responsibilities, and relevant policies and procedures for team collaborative operations. Research shows that Team Charters strengthen affective emergent states, such as trust and cohesion among team members, as well as cognitive emergent states, such as shared mental models. They also strengthen team processes, such as goal specification, communication, and coordination to optimize team effectiveness. Handoff protocols are widely used interventions for ensuring continuity in patient care and minimizing errors in medical settings. They have also been found to improve affective (e.g., trust, cohesion) and cognitive (e.g., shared mental models, situation awareness) emergent states among team members, enhancing team communication and coordination. Finally, Team Performance Monitoring provides feedback to teams that can motivate performance, provide opportunities for adaptation in the event of challenges, and prompt communication among team members. The investigators will conduct a Hybrid Type III cluster randomized trial in 24 schools in two large urban school districts, to evaluate whether CLS-T implementation results in improved implementation outcomes and child outcomes in comparison to standard CLS implementation.

Key Dates

Start date
Jan 1, 2024
Status verified
Apr 2024
Primary completion
May 31, 2027
Completion
May 31, 2027

Study Design

Enrollment
144 participants (estimated)
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT

Arms

  • Active Comparator: Standard Collaborative Life Skills Program Implementation
    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.
  • Experimental: Team-Enhanced Collaborative Life Skills Program Implementation
    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.

Primary Outcome Measure

Acceptability, Feasibility, and Appropriateness of Intervention Measure [ Time Frame: Post-intervention (immediately following intervention) ]

Central Contacts

Locations (1)

FacilityCityStateZIPSite coordinators
IN STEP Children's Mental Health CenterSan DiegoCalifornia92123
Lilliana R Conradi
[email protected]
619-651-3154

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By research site
IN STEP Children's Mental Health Center· San Diego, CA

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