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Teacher Help for Children and Youth With Mental Health Disorders (TeacherHelp)

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ClinicalTrials.gov Identifier: NCT02919215
Recruitment Status : Unknown
Verified September 2016 by IWK Health Centre.
Recruitment status was:  Not yet recruiting
First Posted : September 29, 2016
Last Update Posted : September 29, 2016
Sponsor:
Information provided by (Responsible Party):
IWK Health Centre

Brief Summary:
Teachers are increasingly faced with classrooms of students whose needs require support far beyond what traditional teacher-training programs prepare educators to provide. The presence of students with greater challenges in classrooms is due in part to the move to a full inclusion model of education and also to the rising epidemic of mental health disorders in youth. Mental health problems affect up to one million Canadian youth and their families. However, few of these individuals (~20%) receive the support they need (Kirby, 2013; Kutcher & McLuckie, 2013). The Teacher Help research team along with industry partner, Velsoft, and key knowledge user, Nova Scotia Department of Education and Early Childhood Development, will address this barrier by developing, evaluating, and commercializing a sustainable eHealth resource for teachers. Teacher Help is an online program that assists teachers in providing evidence-based interventions to students in grades 1-12 with mental health disorders in the classroom. The program allows teachers in a typical classroom setting to access information and expert-coach and peer support when they need it, so they can intervene early in order to reduce the negative consequences of mental health disorders in youth. Currently three modules (Attention-Deficit/Hyperactivity Disorder [ADHD], Autism Spectrum Disorder [ASD], and Learning Disabilities [LD]) are at different stages in the innovation pipeline. The investigators will test whether teachers make good use of this program and whether it is effective in improving mental health outcomes among children and youth both at school and at home. The investigators will also study whether the program changes teacher's attitudes toward children and youth with these disorders. The investigators will provide information to the Department of Education on how to use this program. This approach will help ensure that the program will continue after the research study ends. To the Teacher Help team's knowledge Teacher Help is the first and only research-validated eHealth program directly targeting teachers to help them intervene with children and youth who have mental health disorders, thus allowing Canada to take a lead in eHealth as applied to a school context.

Condition or disease Intervention/treatment Phase
Attention Deficit Hyperactivity Disorder Autism Spectrum Disorder Learning Disabilities Behavioral: Teacher Help Intervention Not Applicable

  Show Detailed Description

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Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 550 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Official Title: Teacher Help: Novel Technologies for Meeting the Immediate Needs of Youth With Mental Health Disorders in Canada
Study Start Date : January 2017
Estimated Primary Completion Date : June 2017
Estimated Study Completion Date : September 2018

Resource links provided by the National Library of Medicine


Arm Intervention/treatment
Experimental: Teacher Help Intervention
The intervention will be provided to collaborating psychologists and their teachers to access. Teachers will work through the intervention, and psychologists will act as the online support for teachers. Teachers will work with one student in their classroom with ADHD, ASD, or LD throughout the intervention phase. Each session in the program will provide factual information to teachers, strategies for implementation of best practices to address the specific mental health disorder in the classroom setting (i.e., ADHD, ASD, or LD), and access to additional help and advice.
Behavioral: Teacher Help Intervention
The intervention will be provided to collaborating psychologists and their teachers to access. Teachers will work through the intervention, and psychologists will act as the online support for teachers. Teachers will work with one student in their classroom with ADHD, ASD, or LD throughout the intervention phase. Each session in the program will provide factual information to teachers, strategies for implementation of best practices to address the specific mental health disorder in the classroom setting (i.e., ADHD, ASD, or LD), and access to additional help and advice.

No Intervention: Wait-list Control
These participants will not receive access to the Teacher Help intervention until September of the following academic year. Teachers, students, guardians, and collaborating psychologists are free to access and/or provide usual services. The psychologists will provide Teacher Help access codes to the Wait-list group in September of the following academic year:



Primary Outcome Measures :
  1. Teacher Demographic Questionnaire (author made) [ Time Frame: Baseline ]
    A 16-item questionnaire completed by teachers. Queries age, sex, years of experience as a teacher, number of youth taught with the disorder of interest (i.e., ADHD, ASD, SLD), and perceived knowledge of the disorder rated on a 5-point scale ranging from 0 (No knowledge) to 4 (Very knowledgeable). These data will be used to describe the sample.

  2. Change in Teacher Attitudes at 3 and 5 months (Kos, 2008) [ Time Frame: Baseline, 3 months, and 5 months ]
    A 31-item questionnaire completed by teachers. Measures 5 constructs - Lack of Control, Perceived Competence, Classroom Management, Expectations, and External Control, and will be used to assess whether the Teacher Help program was effective in improving competence and confidence in working with youth with the disorder of interest. Originally developed for ADHD but can be applied to youth with ASD and LD.

  3. Willingness to Pay Questionnaire [ Time Frame: 3 months ]
    A 1-item questionnaire which asks for the dollar amount the user is willing to pay

  4. Change in Strengths and Difficulties Questionnaire at 3 and 5 months (SDQ; Goodman, 2001) [ Time Frame: Baseline, 3 months, and 5 months ]
    A 30-item questionnaire completed by teachers, parents, and youth (when appropriate). This is a behavioural screening questionnaire with 5 subscales - Emotion Symptoms, Conduct Problems, Inattention/Hyperactivity, Social Problems, and Prosocial Behaviour - and will be used to assess changes in students' symptoms.

  5. Change in Pediatric Quality of Life Inventory at 3 and 5 months (PedsQL-4; Varni et al., 1999) [ Time Frame: Baseline, 3 months, and 5 months ]
    A 23-item questionnaire completed by teachers, parents, and youth (when appropriate). Measures problems in performing daily tasks and is comprised of 4 domains: physical functioning, emotional functioning, social functioning, and school functioning. The Psychosocial Health Summary Score will be used.

  6. Client Satisfaction Questionnaire (Attkisson & Swick, 1990) [ Time Frame: A 3 months ]
    An 8-items questionnaire completed by teachers, parents, and coaches. Self-report of satisfaction with health and human services. This measure is currently being used with other web-based interventions.

  7. Collaborating Psychologist Support Log (author-made) [ Time Frame: Through intervention phase, approximately 5 months ]
    Will be used to capture the coaches' involvement with the program in order to assess fidelity to the coaching guidelines

  8. Youth Satisfaction Measure (author-made) [ Time Frame: At 3 months ]
    A 3-item questionnaire to be completed by youth when appropriate. Will assess the youth's view of the helpfulness of the program.

  9. Parent Demographic Questionnaire (author-made) [ Time Frame: Baseline ]
    A 30-item questionnaire to be completed by parents. Will be used to collect information to describe the sample (e.g., family income, ethnicity, marital status).

  10. Change in Treatment Utilization at 3 and 5 months [ Time Frame: Baseline, 3 months, and 5 months ]
    Number of items is currently unknown, but this will be completed by parents. Will be used to assess the youth's history of access of mental health treatment services and involvement in other services (justice, children's aid), as well as satisfaction with services, and whether there were any out-of-pocket payments. This will be modified to include school-based mental health and educational services.

  11. Change in The Beach Center Family Quality of Life Scale at 3 and 5 months (Hoffman et al., 2006) [ Time Frame: Baseline, 3 months, and 5 months ]
    A 26-item questionnaire to be completed by parents. Measure of family satisfaction, which has 5 domains; Physical & Material Well-being, Emotional Well-being, Family Interaction, Parenting, Disability-related Support. The total score will be used.



Information from the National Library of Medicine

Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.


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Ages Eligible for Study:   6 Years and older   (Child, Adult, Older Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No
Criteria

Inclusion and Exclusion criteria for this study are individualized for each group of participants. Please see below for the eligibility criteria pertaining to each different group.

Inclusion Criteria

  1. School Boards and Schools: a) Are public schools within Canada, b) Willing to participate in a research study, c) Completed a research ethics review, if needed, and d) Have students with ADHD, ASD, or LD who attend the school in typical classroom settings
  2. Collaborating psychologists: a) Work within a public school system in Canada, b) Are willing to provide online support to classroom teachers throughout the implementation of the Teacher Help program, c) Have the ability to recruit a minimum of 12 classroom teachers who teach grades 1 to 12 to participate. A student of each teacher and one of his or her guardians (e.g., parents) both need to agree to participate as well, and d) Are licensed/registered psychologists OR are on the candidate register OR are psychological associates OR are certified school psychologists
  3. Teachers: a) Work in a typical classroom setting in grades 1-12 with English as the language of instruction, b) Currently have one student in their classroom with ADHD, ASD, or LD who they would like to help by using this program, and c) The student and their guardian have agreed to participate
  4. Guardians (e.g., parents): a) Have a child with ADHD, ASD, or LD whose teacher is willing to participate in the research study.
  5. Students: a) Have a diagnosis of ADHD, ASD, or LD provided by a psychologist or physician, and b) Spend a significant portion of their class time inside the typical classroom (i.e., at least 2/3 of their day is spent in their classroom)

Exclusion Criteria

  1. Any of the possible participating groups are not within Canada
  2. Participants do not have access to an internet connection and/or email address

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT02919215


Contacts
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Contact: Sarah Brine, M.A.S.P 902-494-5177 Teacher.Help@dal.ca
Contact: Penny Corkum, PhD 902-494-5177 penny.corkum@dal.ca

Locations
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Canada, Nova Scotia
Dalhousie University
Halifax, Nova Scotia, Canada, B3H 2R1
Sponsors and Collaborators
IWK Health Centre
Investigators
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Principal Investigator: Penny V Corkum, PhD Dalhousie University

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Responsible Party: IWK Health Centre
ClinicalTrials.gov Identifier: NCT02919215     History of Changes
Other Study ID Numbers: 348363
First Posted: September 29, 2016    Key Record Dates
Last Update Posted: September 29, 2016
Last Verified: September 2016
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No
Plan Description: There is no plan to make individual participant data available. The team will engage in usual end-of-study knowledge translation, such as presenting at local, national and international conferences, as well as preparing manuscripts for high-impact open journals. We will also prepare a number of social media products (e.g., webinars) that share the results of the study. We will include the voices of our end-users in these materials; however, they will not be identified.

Additional relevant MeSH terms:
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Child Development Disorders, Pervasive
Disease
Attention Deficit Disorder with Hyperactivity
Autism Spectrum Disorder
Learning Disorders
Mental Disorders
Pathologic Processes
Attention Deficit and Disruptive Behavior Disorders
Neurodevelopmental Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Signs and Symptoms