Collaborative Life Skills for ADHD
Trial Summary
Will I have to stop taking my current medications?
The trial information does not specify whether participants need to stop taking their current medications. It focuses on behavioral interventions for children with ADHD, so it's best to consult with the trial coordinators for specific guidance.
What data supports the effectiveness of the treatment Collaborative Life Skills for ADHD?
Research shows that the Collaborative Life Skills (CLS) program, which involves school, parent, and student treatments, helps improve social and behavioral functioning in children with ADHD. Studies found that children showed significant improvements in their behavior and social skills when the program was implemented, and these benefits were even greater when parents actively participated in the intervention.12345
Is the Collaborative Life Skills program safe for humans?
How is the Collaborative Life Skills treatment for ADHD different from other treatments?
The Collaborative Life Skills (CLS) treatment is unique because it integrates school, parent, and student interventions, delivered by school-based mental health providers, to address ADHD symptoms. It includes a 12-week program with booster sessions in the following school year, focusing on improving social skills, independent task completion, and collaboration between teachers and parents, which is not typically emphasized in other treatments.12348
What is the purpose of this trial?
This project aims to develop an adaptation of the Collaborative Life Skills Program (CLS) that will be supported by mHealth technology. CLS is an evidence-based intervention for 2nd-5th grade children with ADHD that is delivered in schools through coordinated efforts among school mental health providers, teachers, and parents. School mental health providers are trained to coordinate evidence-based teacher- (i.e., Daily Behavioral Report Card) and parent-mediated (i.e., Behavioral Parent Training) behavioral interventions, and lead child social and organizational skills training groups. The adapted intervention, which integrates mHealth technology (CLS-M), will improve the usability, feasibility, and acceptability of CLS in schools with limited resources serving children from low-socioeconomic status (SES) and ethnic/racial minority (ERM) backgrounds, reducing disparities in access to evidence-based ADHD interventions in these populations. Barriers to service use in schools where low-SES and ERM families are most likely to receive services include logistical constraints (e.g., time, transportation, childcare, work schedules), perceptual barriers (e.g., cultural mistrust, stigma, perceived efficacy), and insufficient resources (e.g., staff, time, consultation support). Building on prior research, the investigators will develop and test a fully functional web-based mHealth application to support CLS-M that includes an integrated user portal for school mental health providers, teachers, and parents. The application will also include separate interfaces that support key features to facilitate each person's role in CLS implementation at school or at home, such as access to shared information about child assessments, goals, and automatically generated graphs of child Daily Behavioral Report Card performance. Messaging features will facilitate communication among school mental health providers, parents, and teachers, and calendar features that integrate with third- party calendar applications (e.g., Google Calendar) will facilitate scheduling, meeting tracking, and sharing links to third-party videoconferencing applications (e.g., Zoom). Based on stakeholder feedback from school administrators, school mental health providers, teachers, and parents, the investigators will work with mobile application developers to design a fully functional web-based mHealth application prototype to support the CLS-M protocol. the investigators will then test and refine the prototype through a series of individual usability tests and an open feasibility trial. the investigators will also collect formative data from stakeholders in rural schools in Imperial County to inform future research on adapting CLS-M for low-SES and ERM families served in this setting. Finally, the investigators will conduct a Hybrid Type I cluster randomized trial in 24 schools in a large urban school district, to evaluate whether CLS-M results in acceptable implementation outcomes and improved child outcomes in comparison to usual school services. The specific aims are to 1) Develop CLS-M and test its usability, feasibility, and acceptability among key stakeholders; 2) Collect formative data to inform future CLS-M adaptations for families living in rural settings; and 3) Evaluate CLS-M implementation and impact on child outcomes relative to typical school services.
Research Team
Miguel Villodas, PhD
Principal Investigator
Department of Psychology, College of Sciences, San Diego State University
Linda Pfiffner, PhD
Principal Investigator
Department of Psychiatry, School of Medicine, University of California San Francisco
Eligibility Criteria
This trial is for children in 2nd-5th grade with ADHD. It's designed to help schools with limited resources, particularly those serving low-socioeconomic status and ethnic/racial minority backgrounds. The goal is to make evidence-based ADHD services more accessible.Inclusion Criteria
Exclusion Criteria
Timeline
Screening
Participants are screened for eligibility to participate in the trial
Baseline
Baseline assessments are conducted to establish initial conditions and metrics
Intervention
Participants receive the digitally adapted Collaborative Life Skills program for 8 weeks
Follow-up
Participants are monitored for safety and effectiveness after treatment
Treatment Details
Interventions
- Collaborative Life Skills
Find a Clinic Near You
Who Is Running the Clinical Trial?
San Diego State University
Lead Sponsor
University of California, San Francisco
Collaborator
National Institute on Minority Health and Health Disparities (NIMHD)
Collaborator