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Enlisting Peer Cooperation and Prosociality in the Service of Substance Use Prevention in Middle School (Prosocial)

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT03119415
Recruitment Status : Completed
First Posted : April 18, 2017
Last Update Posted : July 23, 2020
Michigan State University
Information provided by (Responsible Party):
Oregon Research Institute

Brief Summary:
Students' cooperative and prosocial behavior is vital to their social and academic success and to the quality of a school's social environment. This project will evaluate an instructional technique that could benefit students and schools by encouraging higher levels of prosocial behavior among students and promoting social integration and inclusion, particularly for marginalized students. The instructional technique is called "cooperative learning" which involves students working in groups toward shared academic goals. Previous research indicates that cooperative learning promotes social acceptance and increases academic engagement and achievement. However, it has not been evaluated as a technique to reduce student behavioral problems and promote greater school safety. There is strong reason to believe that it will have these benefits, since cooperative learning brings together students from diverse social groups and provides them the opportunity to work together toward shared goals in a positive setting.

Condition or disease Intervention/treatment Phase
Social Behavior Behavioral: Cooperative Learning Not Applicable

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 2064 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Intervention Model Description: This research is a comparison between the Cooperative Learning program and services as usual. Approximately twelve middle schools will be randomized to a waitlist-control condition. The intervention group will receive training in Cooperative Learning immediately and the waitlist-control group will receive training at the end fo the project. Teachers will be given training on the basics of Cooperative Learning and will be supported in their efforts to implement it in their classrooms. No curricular changes will be required. The initial training will last two or three days and will confirm to the professional development calendar of the intervention schools (selected at random). The implementation of Cooperative Learning is expected to be on-going for the full duration of the project (two years).
Masking: None (Open Label)
Primary Purpose: Prevention
Official Title: Enlisting Peer Cooperation and Prosociality in the Service of Substance Use Prevention in Middle School
Actual Study Start Date : July 1, 2016
Actual Primary Completion Date : June 30, 2018
Actual Study Completion Date : June 30, 2020

Arm Intervention/treatment
Experimental: Cooperative Learning
Teachers in intervention schools are training in cooperative learning (CL).
Behavioral: Cooperative Learning
CL is an umbrella term that includes peer tutoring, reciprocal teaching, collaborative reading, and other methods in which peers help each other learn in small groups. CL is not prescriptive but rather is a conceptual framework within which teachers design their own small-group activities. Johnson, Johnson, and Holubec's approach to CL combines positive interdependence with individual accountability, a high degree of face-to-face social interaction among youth, and support for the development of cooperative social skills. The Johnsons' approach offers teachers the combination of specific cooperative activities and the conceptual tools to create their own lesson plans using positive interdependence.

No Intervention: Business as Usual
Schools continue with business as usual.

Primary Outcome Measures :
  1. Substance use [ Time Frame: twice a year for two years during 7th and 8th grades ]
    Tobacco, alcohol, and marijuana; actual use, intentions to use, willingness to use

Secondary Outcome Measures :
  1. Strengths and Difficulties Questionnaire (SDQ) [ Time Frame: twice a year for two years during 7th and 8th grades ]
    Externalizing, internalizing, and prosocial behavior

  2. Engagement vs. Disaffection with Learning [ Time Frame: twice a year for two years during 7th and 8th grades ]
    Behavioral and emotional engagement in learning

  3. Classroom Life Scale [ Time Frame: twice a year for two years during 7th and 8th grades ]
    Student academic support

  4. University of Illinois Bully Scale [ Time Frame: twice a year for two years during 7th and 8th grades ]
    Bullying and victimization

Information from the National Library of Medicine

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Ages Eligible for Study:   Child, Adult, Older Adult
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes

Inclusion Criteria:

  • All students in participating schools in the 7th grade (first year) and 8th grade (second year)

Exclusion Criteria:

  • None

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 identifier (NCT number): NCT03119415

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United States, Oregon
Oregon Research Insititute
Eugene, Oregon, United States, 97403
Sponsors and Collaborators
Oregon Research Institute
Michigan State University
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Responsible Party: Oregon Research Institute Identifier: NCT03119415    
Other Study ID Numbers: AA024275
First Posted: April 18, 2017    Key Record Dates
Last Update Posted: July 23, 2020
Last Verified: July 2020
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No
Plan Description: No plan

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Studies a U.S. FDA-regulated Drug Product: No
Studies a U.S. FDA-regulated Device Product: No