320 Participants Needed

SWIFT Program for Adolescent Behaviors

(SWIFT-RCT Trial)

AM
CP
Overseen ByCourtenay Padgett
Age: < 18
Sex: Any
Trial Phase: Academic
Sponsor: Oregon Social Learning Center
No Placebo GroupAll trial participants will receive the active study treatment (no placebo)

Trial Summary

Will I have to stop taking my current medications?

The trial does not specify whether participants need to stop taking their current medications. It seems likely that you can continue your current treatments, as the study mentions that students and families will continue to receive any services they were receiving before joining the study.

What data supports the effectiveness of the SWIFT Program treatment for adolescent behaviors?

The study on the Lions-Quest 'Skills for Adolescence' program, which is a comprehensive life skills training curriculum, showed that it was more effective than standard care in reducing substance use among middle school students. This suggests that similar life skills and family-based interventions, like the SWIFT Program, could be effective in addressing adolescent behaviors.12345

Is the SWIFT Program for Adolescent Behaviors safe for humans?

The available research does not provide specific safety data for the SWIFT Program for Adolescent Behaviors, but general safety protocols in adolescent clinical trials emphasize the importance of monitoring and reporting adverse events to ensure participant safety.678910

How is the SWIFT Program treatment different from other treatments for adolescent behaviors?

The SWIFT Program is unique because it involves a multilevel, family-centered approach within schools, focusing on the involvement of both families and teachers to address adolescent behaviors. This approach is based on an ecological framework that considers the social and emotional development of adolescents, making it distinct from other treatments that may not integrate family and school contexts as comprehensively.1112131415

What is the purpose of this trial?

PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school.SETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program.POPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities.INTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.SERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.

Research Team

RB

Rohanna Buchanan, PhD

Principal Investigator

Oregon Social Learning Center

Eligibility Criteria

This trial is for middle school students (grades 6-8) in Lane County, OR, who are receiving or at risk of needing special education for emotional/behavioral issues. It includes those transitioning between school settings. Participants must speak English or Spanish and be involved with their parents and teachers.

Inclusion Criteria

Eligible for or at risk of eligibility for special education services for emotional or behavior disorders
I am a student in grade 5, 6, 7, or 8.
Transitioning or at risk of transitioning between school settings or placements
See 1 more

Exclusion Criteria

I am a student getting strong support from local mental health services.
I do not have hearing or vision impairments that limit my participation.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

The SWIFT Program is implemented, including behavioral progress monitoring, case management, parent support, and behavioral skills coaching for students

9-12 months

Follow-up

Participants are monitored for changes in parenting and youth emotional and behavioral outcomes

6 months

Extended Follow-up

Further monitoring of youth academic outcomes and stability in school placement

18 months

Treatment Details

Interventions

  • Services As Usual
  • Students with Involved Families and Teacher Program
Trial Overview The SWIFT Program is being tested against usual services to see if it helps improve student behavior, emotion regulation, parent-school communication, and positive parenting. The program lasts 9-12 months and includes progress monitoring, case management, parent support, and behavioral coaching.
Participant Groups
2Treatment groups
Experimental Treatment
Active Control
Group I: Treatment ArmExperimental Treatment1 Intervention
The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) clinical supervision of the intervention elements and coordination with the school, (c) parent support to promote parent engagement/collaboration with the school and study routines in the home, and (d) behavioral skills coaching for students. SWIFT students will continue to receive any school-based services that were receiving prior to entering the study.
Group II: Services As Usual ControlActive Control1 Intervention
The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study. These may include school-based interventions and supports and related services as required in the student's Individualized Education Program.

Find a Clinic Near You

Who Is Running the Clinical Trial?

Oregon Social Learning Center

Lead Sponsor

Trials
36
Recruited
8,900+

Findings from Research

The study tested two family-based interventions for adolescents with ADHD, finding that the combination of Changing Academic Support in the Home for Adolescents with ADHD (CASH-AA) and Medication Integration Protocol (MIP) led to greater improvements in inattentive symptoms and delinquent behavior over one year compared to CASH-AA alone.
Both treatment protocols were effective in addressing ADHD symptoms and related issues, with non-substance users benefiting from increased treatment attendance, while substance users showed improvements in hyperactive symptoms when only receiving CASH-AA.
Randomized Trial of Academic Training and Medication Decision-Making for Adolescents with ADHD in Usual Care.Hogue, A., Horan Fisher, J., Dauber, S., et al.[2021]
The Skills for Adolescence (SFA) program significantly reduced lifetime and recent marijuana use among eighth graders compared to standard care, indicating its effectiveness in delaying substance use.
Students in SFA schools who were baseline binge drinkers reported less recent binge drinking than those in control schools, suggesting that SFA enhances self-efficacy in drug refusal skills, which may help prevent substance use.
Evaluating the Lions-Quest "Skills for Adolescence" drug education program. Second-year behavior outcomes.Eisen, M., Zellman, GL., Murray, DM.[2022]
Counselors in urban schools who received enhanced consultation training delivered the Coping Power Program with significantly higher fidelity than those who received basic consultation, indicating that ongoing support improves the quality of implementation.
Both training conditions (basic and enhanced consultation) led to significant improvements in children's impairment levels, but there was no difference in clinical outcomes between the two groups, suggesting that while fidelity can be improved with better training, it does not necessarily translate to better results for the children.
Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes.Eiraldi, R., Mautone, JA., Khanna, MS., et al.[2019]

References

Randomized Trial of Academic Training and Medication Decision-Making for Adolescents with ADHD in Usual Care. [2021]
Evaluating the Lions-Quest "Skills for Adolescence" drug education program. Second-year behavior outcomes. [2022]
Group CBT for Externalizing Disorders in Urban Schools: Effect of Training Strategy on Treatment Fidelity and Child Outcomes. [2019]
Working alliance and treatment fidelity as predictors of externalizing problem behaviors in parent management training. [2022]
A family intervention to reduce sexual risk behavior, substance use, and delinquency among newly homeless youth. [2022]
Safety Protocols for Adolescent Substance Use Research in Clinical Settings. [2021]
National surveillance of emergency department visits for outpatient adverse drug events in children and adolescents. [2018]
Safety methodology in pediatric psychopharmacology trials. [2013]
Child/Adolescent anxiety multimodal study: evaluating safety. [2022]
Food and Drug Administration Requirements for Clinical Studies in Pediatric Patients. [2020]
Effects of the "Unplugged" school-based substance use prevention program in Nigeria: A cluster randomized controlled trial. [2021]
12.United Statespubmed.ncbi.nlm.nih.gov
Alternative strategies for school violence prevention. [2019]
Integrating the Family Check-Up and the parent Coping Power program. [2021]
A multilevel approach to family-centered prevention in schools: process and outcome. [2019]
Description and immediate impacts of a preventive intervention for conduct problems. [2015]
Unbiased ResultsWe believe in providing patients with all the options.
Your Data Stays Your DataWe only share your information with the clinical trials you're trying to access.
Verified Trials OnlyAll of our trials are run by licensed doctors, researchers, and healthcare companies.
Back to top
Terms of ServiceยทPrivacy PolicyยทCookiesยทSecurity