Discipline PracticesNCT04067804
Implementing Restorative Practices for Youth
A study testing Dynamic Adaptation Process in people with Discipline Practices, run by Pacific Institute for Research and Evaluation at 1 site in United States.
Trial summary
1.1 Project Goals and Objectives: The goals for this project are to: (1) Engage school district stakeholders in a Southwestern U.S. state in a structured planning process for incorporating tailored restorative practices within culturally and economically diverse middle schools to reduce adverse student outcomes… Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Discipline Practices
- What is being tested?
- Dynamic Adaptation Process
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 12 participants
- Where
- 1 siteUnited States
- Study dates
- 4 May 2017to 31 Jul 2019
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Middle school in the school district of study (School district wishes to remain anonymous)
Who cannot join
- A school that is not a middle school in the school district of study
Trial locations and contacts
1 site in 1 country.
United States1 site
Pacific Institute for Research and Evaluation
Albuquerque, New Mexico, 87106
About this study
Official title: Cultivating Healing by Implementing Restorative Practices for Youth
1.1 Project Goals and Objectives: The goals for this project are to: (1) Engage school district stakeholders in a Southwestern U.S. state in a structured planning process for incorporating tailored restorative practices within culturally and economically diverse middle schools to reduce adverse student outcomes related to discipline; (2) Produce scientific evidence regarding the effectiveness and the costs/benefits of restorative practices implemented in these middle schools using a stratified cluster randomized design and mixed methods; and (3) Build capacity within schools to implement and evaluate restorative practices with fidelity after implementation support has ended, and to facilitate a cascade of practices districtwide. The project consists of four phases based on the Exploration, Preparation, Implementation, and Sustainment (EPIS) model.
Read the detailed description
Statement of the problem: Zero-tolerance policies, emphasizing rigid responses to infractions, including removal of students from school and referrals to juvenile justice systems, have prevailed nationwide. Such policies disproportionately affect minority/disadvantaged students by severely disciplining them for minimal infractions, imperiling their academic performance and graduation, and potentially leading to detention or incarceration. In contrast, restorative justice practices elicit understanding of the perspectives of those involved in conflict and rule violations, addressing the effect of offenses, and remedying the damage, thus opening up healing opportunities and keeping students in the classroom. Yet, little research exists regarding their effectiveness in reducing negative student outcomes and developing positive school climates. Our knowledge of factors associated with successful implementation and fidelity, and adaptations at the district, school, staff, and student levels to promote their sustained use is also inadequate.
Partnerships: This project addresses these gaps by developing a Community-Academic Partnership (CAP) to implement and evaluate a large-scale restorative practice initiative for middle schools. Our CAP involves a Southwestern U.S. state school district that wishes to remain anonymous, other key community entities, and academic researchers.
Research design/methods: The project will: (1) Engage school district stakeholders in a structured planning process for incorporating tailored restorative practices within culturally and economically diverse middle schools to reduce adverse student outcomes related to discipline; (2) Produce scientific evidence regarding the effectiveness and the costs/benefits of restorative practices implemented in these middle schools using a stratified cluster randomized design and mixed methods; and (3) Build capacity within schools to implement and evaluate restorative practices with fidelity after implementation support has ended, and to facilitate cascade of practices districtwide. A combination of qualitative methods (interviews, focus groups, and document review) and quantitative methods (surveys and administrative data review) will be used to evaluate and track implementation success and outcomes.
Analysis: Procedures include iterative qualitative data coding, descriptive statistical analysis, multilevel modeling, and cost/benefits analysis.
Products, reports, and archiving: This project will advance a set of strategies to enhance child wellbeing. The CAP will disseminate these strategies and accompanying evaluation methods via national/state conferences, districtwide reports, peer-reviewed publications, and open access mediums.
- Conditions
- Discipline Practices
- Being tested
- Dynamic Adaptation Process
- Keywords
- Implementation Research, School-based research, Restorative Practices
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Dynamic Adaptation ProcessBehavioural
The Dynamic Adaptation Process draws from implementation science frameworks and methods, including the Exploration, Preparation, Implementation, and Sustainment model, to organize planning and implementation activities. The Dynamic Adaptation Process is a structured methodology designed to integrate new interventions within complex systems, such as schools.
| Study group | Role | What they receive |
|---|---|---|
| Usual Care | No intervention | Standard school disciplinary practices. |
| Dynamic Adaptation Process | Experimental | Using the Dynamic Adaptation Process, specialist coordinators will convene and lead Implementation Resource Teams (IRTs). With the assistance of expert trainers and coaches, the coordinator-led IRTs will then engage in an iterative process of assessment and planning to build school capacity and implement restorative practices to reduce adverse student outcomes related to discipline. Receives: Behavioral: Dynamic Adaptation Process |
What is being measured
The primary outcome is the main question the study is designed to answer.
Student Disciplinary Actions
Outcomes include total number of (1) detentions, (2) in-school suspensions, (3) out-of-school suspensions, (4) expulsions, and (5) referrals to juvenile justice.
Measured: 1 year. Change from baseline through study completion, an average of 48 months
Bullying
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of bullying in the past 12 months.
Measured: 24 months. Change from baseline, through study completion, an average of 48 months
School Safety
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of missing school in the past 30 days due to fears about their safety.
Measured: 24 months. Change from baseline, through study completion, an average of 48 months
Teacher Support
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of a teacher or other adult at their school that makes them feel supported.
Measured: 24 months. Change from baseline, through study completion, an average of 48 months
Secondary outcomes (3)
Implementation Progress
Progress will be measured using a modified Stages of Implementation Completion (SIC) checklist. The SIC is an eight-stage measure that assesses progress of implementation using activity completion dates and duration of activities.
Measured: 1 year. Change from baseline through study completion, an average of 48 months
Implementation Fidelity
The specialist coordinators will conduct monthly fidelity ratings using a standardized checklist and provide data to their Implementation Resource Teams. A school staff web-survey across all 12 middle schools will also examine how frequently staff participate in the five primary restorative practice techniques and the level of perceived school support for these practices.
Measured: 30 days. Change from baseline through study completion, an average of 48 months
Cost/Benefit Analysis
Adhering to 2016 National Academy of Sciences guidelines, the intervention Cost/Benefit Analysis will focus on existing return on investment from both societal and government perspectives.
Measured: Change from baseline through study completion, an average of 60 months
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted26 Aug 2019
- Study start4 May 2017
- Primary completion31 Jul 2019
- Study completion31 Jul 2019
Why it stopped: the project could no longer be implemented effectively and with fidelity
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Discipline PracticesStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 12 participants (actual)
Sponsor and investigators
- Lead sponsor
- Pacific Institute for Research and Evaluation
- Sponsor type
- University, hospital or other
- Collaborators
- U.S. Department of Justice, University of California, San Diego, Restorative Solutions, Inc., Western Implementation Research and Evaluation
- Responsible party
- Principal investigator, Cathleen Willging, Pacific Institute for Research and Evaluation
- Investigators
- Cathleen Willging, Ph.D., Principal investigator, Pacific Institute for Research and Evaluation
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT04067804
- Sponsor's protocol ID
- 08740101
- Other IDs
- 2016-CK-BX-0008
- Status last verified
- Aug 2019
- First submitted
- 15 May 2018
- Last updated
- 26 Aug 2019
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 26 Aug 2019. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Cultivating Healing by Implementing Restorative Practices for Youth
- ClinicalTrials.gov ID
- NCT04067804
- Acronym / sponsor ID
- 08740101
- Conditions
- Discipline Practices
- Keywords
- Implementation Research, School-based research, Restorative Practices
- Study type
- Interventional
- Recruitment status
- TerminatedReason stopped: the project could no longer be implemented effectively and with fidelity
- Enrolment
- 12 participants (actual)
- Lead sponsor
- Pacific Institute for Research and EvaluationUniversity, hospital or other
- Collaborators
- U.S. Department of Justice, University of California, San Diego, Restorative Solutions, Inc., Western Implementation Research and Evaluation
- Study start
- 4 May 2017 (actual)
- Primary completion
- 31 Jul 2019 (actual)
- Study completion
- 31 Jul 2019 (actual)
- First posted
- 26 Aug 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
1.1 Project Goals and Objectives: The goals for this project are to: (1) Engage school district stakeholders in a Southwestern U.S. state in a structured planning process for incorporating tailored restorative practices within culturally and economically diverse middle schools to reduce adverse student outcomes related to discipline; (2) Produce scientific evidence regarding the effectiveness and the costs/benefits of restorative practices implemented in these middle schools using a stratified cluster randomized design and mixed methods; and (3) Build capacity within schools to implement and evaluate restorative practices with fidelity after implementation support has ended, and to facilitate a cascade of practices districtwide. The project consists of four phases based on the Exploration, Preparation, Implementation, and Sustainment (EPIS) model.
Detailed description
Statement of the problem: Zero-tolerance policies, emphasizing rigid responses to infractions, including removal of students from school and referrals to juvenile justice systems, have prevailed nationwide. Such policies disproportionately affect minority/disadvantaged students by severely disciplining them for minimal infractions, imperiling their academic performance and graduation, and potentially leading to detention or incarceration. In contrast, restorative justice practices elicit understanding of the perspectives of those involved in conflict and rule violations, addressing the effect of offenses, and remedying the damage, thus opening up healing opportunities and keeping students in the classroom. Yet, little research exists regarding their effectiveness in reducing negative student outcomes and developing positive school climates. Our knowledge of factors associated with successful implementation and fidelity, and adaptations at the district, school, staff, and student levels to promote their sustained use is also inadequate.
Partnerships: This project addresses these gaps by developing a Community-Academic Partnership (CAP) to implement and evaluate a large-scale restorative practice initiative for middle schools. Our CAP involves a Southwestern U.S. state school district that wishes to remain anonymous, other key community entities, and academic researchers.
Research design/methods: The project will: (1) Engage school district stakeholders in a structured planning process for incorporating tailored restorative practices within culturally and economically diverse middle schools to reduce adverse student outcomes related to discipline; (2) Produce scientific evidence regarding the effectiveness and the costs/benefits of restorative practices implemented in these middle schools using a stratified cluster randomized design and mixed methods; and (3) Build capacity within schools to implement and evaluate restorative practices with fidelity after implementation support has ended, and to facilitate cascade of practices districtwide. A combination of qualitative methods (interviews, focus groups, and document review) and quantitative methods (surveys and administrative data review) will be used to evaluate and track implementation success and outcomes.
Analysis: Procedures include iterative qualitative data coding, descriptive statistical analysis, multilevel modeling, and cost/benefits analysis.
Products, reports, and archiving: This project will advance a set of strategies to enhance child wellbeing. The CAP will disseminate these strategies and accompanying evaluation methods via national/state conferences, districtwide reports, peer-reviewed publications, and open access mediums.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Usual Care | No intervention | –Standard school disciplinary practices. |
| Dynamic Adaptation Process | Experimental | Behavioral: Dynamic Adaptation ProcessUsing the Dynamic Adaptation Process, specialist coordinators will convene and lead Implementation Resource Teams (IRTs). With the assistance of expert trainers and coaches, the coordinator-led IRTs will then engage in an iterative process of assessment and planning to build school capacity and implement restorative practices to reduce adverse student outcomes related to discipline. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- Middle school in the school district of study (School district wishes to remain anonymous)
Key exclusion criteria (1 listed)
- A school that is not a middle school in the school district of study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Dynamic Adaptation ProcessThe Dynamic Adaptation Process draws from implementation science frameworks and methods, including the Exploration, Preparation, Implementation, and Sustainment model, to organize planning and implementation activities. The Dynamic Adaptation Process is a structured methodology designed to integrate new interventions within complex systems, such as schools. | Behavioural | Dynamic Adaptation Process |
Primary outcome
Student Disciplinary Actions
Time frame: 1 year. Change from baseline through study completion, an average of 48 months
Outcomes include total number of (1) detentions, (2) in-school suspensions, (3) out-of-school suspensions, (4) expulsions, and (5) referrals to juvenile justice.
Bullying
Time frame: 24 months. Change from baseline, through study completion, an average of 48 months
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of bullying in the past 12 months.
School Safety
Time frame: 24 months. Change from baseline, through study completion, an average of 48 months
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of missing school in the past 30 days due to fears about their safety.
Teacher Support
Time frame: 24 months. Change from baseline, through study completion, an average of 48 months
Measured by the state's Youth Risk Behavior Surveillance System Survey, outcomes will include student reports of a teacher or other adult at their school that makes them feel supported.
3 secondary outcomes
Implementation Progress
Time frame: 1 year. Change from baseline through study completion, an average of 48 months
Implementation Fidelity
Time frame: 30 days. Change from baseline through study completion, an average of 48 months
Cost/Benefit Analysis
Time frame: Change from baseline through study completion, an average of 60 months
Results and safety
The study was stopped early (reason given: the project could no longer be implemented effectively and with fidelity). Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Aug 2019.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Cathleen Willging, Ph.D. principal investigator
Pacific Institute for Research and Evaluation
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Dynamic Adaptation Process in people with Discipline Practices, run by Pacific Institute for Research and Evaluation at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: stopped early, as of the sponsor's last update on 26 Aug 2019. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study was stopped early (reason given: the project could no longer be implemented effectively and with fidelity). Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Student Disciplinary Actions (time frame: 1 year. Change from baseline through study completion, an average of 48 months). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 26 Aug 2019.