Apply to Trial

Compensation: Varies

Number of Visits: Unknown

588 Participants Needed

BEST in CLASS Program for Evidence-Based Education

Recruiting at 1 trial location

Overseen ByBryce McLeod

Age: Any Age

Sex: Any

Trial Phase: Academic

Sponsor: Virginia Commonwealth University

Disqualifiers: Non-English speakers, No consent, others

No Placebo GroupAll trial participants will receive the active study treatment (no placebo)

Approved in 1 JurisdictionThis treatment is already approved in other countries

Trial Summary

What is the purpose of this trial?

The purpose of this study is to learn more about teachers' sustainment of use of core components of BEST in CLASS in a follow-up study.

Will I have to stop taking my current medications?

The trial information does not specify whether participants need to stop taking their current medications.

What data supports the effectiveness of the BEST in CLASS treatment?

The research suggests that evidence-based educational approaches, like the BEST in CLASS program, can effectively change healthcare provider behaviors, such as prescribing practices, by using interactive activities and tailored learning. This implies that similar educational strategies could be effective in other areas of healthcare.¹ ² ³ ⁴ ⁵

Research Team

Bryce D McLeod, PhD

Principal Investigator

Virginia Commonwealth University

Eligibility Criteria

This trial is for English-speaking teachers who taught K-3rd grade and used BEST in CLASS last year, families with school-age children proficient in English, and kids in K-3rd at risk for emotional/behavioral disorders (EBD) with externalizing behaviors.

Inclusion Criteria

Family participants proficient in English, have a school-age child or children, consent to participate

Children participants enrolled in a general Kindergarten, 1st, 2nd or 3rd grade classroom, proficient in English, at elevated risk for EBD, demonstration of externalizing behaviors that interfere with participation in the classroom (e.g., disruption, aggression) as indicated by teacher rating, parental/guardian consent to participate

Teacher participants teach in general education Kindergarten, 1st, 2nd, or 3rd grade, consent to participate, proficient in English, participated as a BEST in CLASS teacher who received coaching in the prior year

Exclusion Criteria

Teacher participants do not teach in general education Kindergarten, 1st, 2nd, or 3rd grades, were not part of the BEST in CLASS intervention condition in the year prior, do not consent to participate, do not speak fluent English, do not have at least one student that meets the inclusion criteria

Family participants do not speak proficient English, do not provide consent, do not have elementary aged children will be excluded

Children participants caregivers do not provide permission for participation, caregiver(s) do not speak proficient English, are not proficient in English, do not screen in as demonstrating risk for EBD

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Implementation

Teachers implement the BEST in CLASS treatment in their classrooms

9 months

Follow-up

Participants are monitored for sustainment of the BEST in CLASS program

4 weeks

Treatment Details

Interventions

BEST in CLASS

Trial OverviewThe study examines the long-term use of BEST in CLASS by teachers. It focuses on how well they continue to apply its core components after initial coaching to manage children at risk for EBD.

Participant Groups

1Treatment groups

Experimental Treatment

Group I: ImplementationExperimental Treatment1 Intervention

Teachers will implement the BEST in CLASS treatment in their classrooms

Find a Clinic Near You

Who Is Running the Clinical Trial?

Virginia Commonwealth University

Lead Sponsor

Trials

732

Recruited

22,900,000+

National Institute of Mental Health (NIMH)

Collaborator

Trials

3,007

Recruited

2,852,000+

Findings from Research

Internet-based education significantly improved patients' knowledge levels more than face-to-face education with a nurse in a study involving 147 ambulatory orthopedic surgery patients.

Both education methods were effective in enhancing knowledge, but there was no difference in the sufficiency of knowledge between the two groups, indicating that online education is a viable alternative in ambulatory care.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Ambulatory orthopaedic surgery patients' knowledge with internet-based education.Heikkinen, K., Leino-Kilpi, H., Salanterä, S.[2017]

An outcome-based educational intervention for general physicians led to a significant reduction in the total number of prescribed drugs and injections, as well as improved compliance with prescription guidelines, after 3 months.

While the intervention showed positive effects on certain prescribing behaviors, it did not significantly improve the prescribing of antibiotics and anti-inflammatory agents, indicating that further improvements are needed in these areas.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Can rational prescribing be improved by an outcome-based educational approach? A randomized trial completed in Iran.Esmaily, HM., Silver, I., Shiva, S., et al.[2019]

Traditional didactic education and printed materials have not been effective in changing physician prescribing behavior, highlighting the need for more engaging and tailored educational methods.

Evidence-based educational strategies, such as interactive activities and audit feedback, have been shown to positively influence prescribing practices, as demonstrated by the successful DEANS program in Nova Scotia.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Changing physician prescribing behaviour.Gray, J.[2018]