Behavior DisordersNCT05039164
Evaluation of a Remote Training Strategy
A study testing Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS) and Check-in/Check-out (CI/CO) in people with Behavior Disorders, run by Children's Hospital of Philadelphia at 1 site in United States.
Trial summary
An increasing number of schools in rural settings are employing the multi-tier positive behavioral interventions and supports (PBIS) framework to improve school-climate. PBIS can also be used as a framework for the adoption and integration of evidence-based practices (EBPs) for children's mental health concerns. Read more about this study
- Who is it for?
- Ages 8 to 99 yearsHealthy volunteers can take part
- Conditions the study is for
- Behavior Disorders
- What is being tested?
- Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS) and Check-in/Check-out (CI/CO)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 140 participants
- Where
- 1 siteUnited States
- Study dates
- 20 Sep 2022to 13 Jun 2025
- 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 8 to 99 years
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Administrator: Any school principal or assistant principal from participating schools implementing PBIS.
- Behavioral Health Staff: Any counselor, social worker, or teacher from participating schools implementing PBIS who work with students in grades 4-8.
- Students: Inclusion of students to receive a Tier 2 intervention is as follows:
- attending one of the participating schools
- being in grades 4-8
- identified by the Tier 2 team as not responding to Tier 1 intervention, thus needing Tier 2 support
- scoring ≥ 1 SD above the mean on the Emotional Symptoms or Conduct Problems scales of the Strength andDifficulties Questionnaire (SDQ) completed by a parent or a teacher
- The cut-off score level for the SDQ is appropriate for identifying students at risk for a behavioral/mental health disorder. We limit participation to students in grades 4-8 because the group EBPs are appropriate for this age group.
Who cannot join
- Administrator: School staff who are not principals or assistant principals.
- Behavioral Health Staff: School staff who are not part of the PBIS team and who do not work with students in grades 4-8.
- Students: Students who do not meet screening or group participation criteria will not be included in the study. Students with a history of intellectual disability or serious developmental delays according to school records will not be included because they would be unlikely to benefit from the interventions used in the study. Students with a history of psychotic or autistic spectrum disorders as reported by parents will not be included.
- Subjects that do not meet all the enrollment criteria may not be enrolled. Any violations of these criteria must be reported in accordance with the Institutional Review Board (IRB) Policies and Procedures.
Trial locations and contacts
1 site in 1 country.
United States1 site
Children's Hospital of Philadelphia
Philadelphia, Pennsylvania, 19104
About this study
Official title: Evaluation of a Remote Training Strategy for School Personnel
An increasing number of schools in rural settings are employing the multi-tier positive behavioral interventions and supports (PBIS) framework to improve school-climate. PBIS can also be used as a framework for the adoption and integration of evidence-based practices (EBPs) for children's mental health concerns. A key challenge is that school personnel need technical assistance (training plus ongoing consultation) in order to implement EBPs with fidelity. In urban and suburban schools, this support can be provided to school staff on site. However, providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, video technology has been recommended for the training of behavioral health staff (BHS) in under-served rural communities.
Read the detailed description
Objectives: The purpose of this study is to test the effectiveness of a remote training platform with BHS in schools serving rural communities.
Study Design: This study is a pilot randomized controlled trial to compare implementation and student outcomes of three training strategies: Control Condition (CC), Remote Video (RV), and Remote Video plus Coaching (RV+).
Setting/Participants: Participants will be school personnel with and without prior mental health training and students in grades 4-8 in schools serving rural communities who are deemed at risk for externalizing and internalizing mental health disorders. The pilot trial will be conducted in 24 schools (8 in CC, 8 in RV, and 8 in RV+). It is estimated that a total of 72 behavioral health staff (3 staff per school- 24 per arm) and 312 students (13 students per school - 104 per arm) will participate in this study. Additionally, we estimate about 24 school administrators such as principals or assistant principals will approve school's participation.
Study Interventions and Measures: Each school will be randomly assigned to receive one of three training supports: (a) Initial training (CC) (b) Initial training, plus video (RV) or (c) Initial training plus video, plus remote coaching (RV+). BHS in the RV+ condition will receive consultation from a Children's Hospital of Philadelphia (CHOP) consultant regarding implementation of EBPs, whereas BHS in the RV condition will be given access to the asynchronous training video modules. Participants in all three conditions will receive treatment manuals for the interventions they have chosen. The EBPs to be implemented by the BHS include: Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS), and Check-in/Check-out (CI/CO). All BHS will conduct one CPP or CATS group with 5 students of similar developmental level (e.g., a group of 4th \& 5th graders), and that each school staff in CI/CO will implement the intervention with 4 separate individual students of any eligible school grade.
Analyses: This study is designed to test the effectiveness of initial training compared to remote video training and remote video training plus coaching to train BHS to implement EBPs.
- Conditions
- Behavior Disorders
- Being tested
- Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS), Check-in/Check-out (CI/CO), Initial Training (CC), Initial Training plus Video (RV)
- Keywords
- Positive-behavior Interventions and Supports, Evidence-based Practices, Tier 2, Mental Health, Rural Schools
- Medical subject headings
- Mental Disorders, Psychological Well-Being
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Coping Power Program (CPP)Behavioural
CPP is an evidence-based intervention designed for students with externalizing behavior disorder. CPP consists of twelve 45-minute sessions. This EBP has been found to be effective at reducing aggressive behavior, covert delinquent behavior and substance abuse among aggressive boys, with gains maintained at one-year follow-up. Growth curve analyses showed that CPP had linear effects for three years after intervention on reductions in aggressive behavior and academic behavior problems.
CBT for Anxiety Treatment in Schools (CATS)Behavioural
CATS is an adaptation of Friends for Life (FRIENDS). The adapted protocol retains the core elements of evidence-based CBT for anxiety and the FRIENDS group format. Investigators implemented planned adaptations to the protocol based on collective experience. Changes were made to the language, cultural methods, number of sessions, and activities while maintaining the 5 essential components of the treatment. This resulted in a briefer (8-session) and more feasible, engaging and culturally appropriate protocol for urban under-resourced schools than the original FRIENDS.
Check-in/Check-out (CI/CO)Behavioural
CI/CO is a targeted, Tier 2 intervention for students at risk of developing externalizing and internalizing mental health disorders. CI/CO is designed to provide immediate feedback (i.e., at the end of each class period) to students, based on the use of a daily report card. This feedback is developmentally sensitive. CI/CO implementers meet individually with students for a brief 'check-in' in the morning and a brief 'check-out' in the afternoon. Research on the use of CI/CO has shown it to be effective in reducing externalizing and internalizing problems with elementary school students. CI/CO will be offered to individual students for a three-month period of time, which is the same time-frame needed for the implementation of CPP.
Initial Training (CC)Behavioural
School personnel will participate in an initial live remote training.
Initial Training plus Video (RV)Behavioural
School personnel will participate in an initial live remote training and receive access to asynchronous video training modules.
Initial Training plus Video plus Coaching (RV+)Behavioural
School personnel will participate in an initial live remote training, receive access to asynchronous video training modules, and receive coaching support from study staff.
| Study group | Role | What they receive |
|---|---|---|
| Initial training | Active comparator | School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training to learn about implementing the three EBPs (CC). Receives: Behavioral: Coping Power Program (CPP); Behavioral: CBT for Anxiety Treatment in Schools (CATS); Behavioral: Check-in/Check-out (CI/CO); Behavioral: Initial Training (CC) |
| Initial training plus video | Experimental | School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training and receive access to asynchronous video training modules about the EBPs (RV). Receives: Behavioral: Coping Power Program (CPP); Behavioral: CBT for Anxiety Treatment in Schools (CATS); Behavioral: Check-in/Check-out (CI/CO); Behavioral: Initial Training plus Video (RV) |
| Initial training plus video, plus coaching | Experimental | School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training, receive access to asynchronous video training modules about the EBPs, and receive coaching support by study staff (RV+). The coaching will be from a study consultant regarding the implementation of EBPs. Receives: Behavioral: Coping Power Program (CPP); Behavioral: CBT for Anxiety Treatment in Schools (CATS); Behavioral: Check-in/Check-out (CI/CO); Behavioral: Initial Training plus Video plus Coaching (RV+) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Measures of content fidelity for group cognitive-behavioral treatment (GCBT)
The primary endpoints related to school staff implementing the interventions are measures of content fidelity. Content fidelity for the group interventions CPP and CATS will be measured using the Content Fidelity Checklists that reflects each activity component of the session agenda of the treatment protocols. Raters use a yes/no response scale to indicate whether or not the implementer covered a particular component.
Measured: Up to 3 years
Measures of content fidelity for Check-in, Check-Out
Content fidelity for CI/CO will be assessed via the Check-In/Check-Out Fidelity Checklist. The CI/CO Fidelity Checklist is completed by the consultant (research staff) on a monthly basis after collecting the completed Daily Progress Report (DPR) student forms for each student involved in CICO.
Measured: Up to 3 years
Measures of process fidelity
The primary endpoints related to school staff implementing the interventions are measures of content and process fidelity. Process fidelity for the group interventions CPP and CATS will be assessed via an adapted version of the rating system developed by Lochman and colleagues. 70 Ten items are rated on a scale of 0 to 4, with 0 being "Not At All" and 4 being "Very Often". Ratings are given on the extent to which school staff members delivered the intervention in an orderly fashion, using active learning strategies. etc. Exploratory factor analysis (EFA) yielded two factors on the 10-item scale.
Measured: Up to 3 years
Perceived adoption and penetration
Perceived adoption and penetration will be assessed via a survey completed by school staff. The adoption inventory will track the number of times each intervention is used per school, per condition. The penetration inventory will list EBP penetration at the student level (students receiving EBPs at Tier 2).
Measured: Up to 3 years
Changes in student mental health symptoms from Baseline to Post Intervention
Student Mental Health Symptoms will be measured by comparing parent scores pre-intervention and post-intervention. The Behavior Assessment System for Children-3rd edition (BASC-3) is a 138-item, 4-point, Likert-type rating scale (N=Never, S=Sometimes, O=Often, A=Almost Always) for assessing parental report of child mental health functioning, standardized for ages 2.5 to 18 years.
Measured: Baseline and 14 weeks (post intervention)
Changes in academic engagement from Baseline to Post Intervention
Student Academic Engagement will be measured by comparing teacher scores pre-intervention and post-intervention. This is a 20-item, four-point instrument (1 = Not At All True, 2 = Not Very True, 3 = Sort Of True, 4 = Very True) with four sub-scales. Investigators will use the average score for each of the four scales at pre- and post-participation in group cognitive behavioral therapy (CBT) or Check-in/Check-out (CICO).
Measured: Baseline and 14 weeks (post intervention)
Changes in externalizing and internalizing problems
Student externalizing and internalizing problems will be measure by comparing student scores pre-intervention and post-intervention. The Behavior and Feeling Survey-Youth Report (YFS-SR) is a brief (10 items) measure of internalizing and externalizing problems rated on a 5-point scale. The YFS-SR has excellent psychometric properties, and it is sensitive to change. The YFS-SR provides three scores (Internalizing, Externalizing, Total).
Measured: Baseline and 14 weeks (post intervention)
Secondary outcomes (1)
Perceived mediators and moderators of consultation support
Secondary endpoints are the mediators and moderators effects of consultation support on behavioral health staff fidelity and the qualitative examination of school staff's perceived feasibility, appropriateness and acceptability of the support they received.
Measured: Up to 3 years
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted9 Sep 2021
- Study start20 Sep 2022
- Primary completion13 Jun 2025
- Study completion13 Jun 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for Behavior DisordersStudies of the same condition, open and under way.
- More trials run by Children's Hospital of PhiladelphiaThe sponsor's other registered studies.
- 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
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 140 participants (actual)
Sponsor and investigators
- Lead sponsor
- Children's Hospital of Philadelphia
- Sponsor type
- University, hospital or other
- Collaborators
- Devereux Center for Effective Schools, Agency for Healthcare Research and Quality (AHRQ)
- Responsible party
- Sponsor
- Investigators
- Ricardo B Eiraldi, PhD, Principal investigator, Children's Hospital of Philadelphia
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05039164
- Sponsor's protocol ID
- 21-018863
- Status last verified
- Aug 2025
- First submitted
- 26 Aug 2021
- Last updated
- 15 Aug 2025
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
Publications
Eiraldi R, McCurdy BL, Khanna MS, Goldstein J, Comly R, Francisco J, Rutherford LE, Wilson T, Henson K, Farmer T, Jawad AF. Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol. Pilot Feasibility Stud. 2022 Jun 17;8(1):128. doi: 10.1186/s40814-022-01082-4.
PubMed 35710520
Study at a glance
From the registry record, last updated by the sponsor on 15 Aug 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluation of a Remote Training Strategy for School Personnel
- ClinicalTrials.gov ID
- NCT05039164
- Acronym / sponsor ID
- 21-018863
- Conditions
- Behavior Disorders
- Keywords
- Positive-behavior Interventions and Supports, Evidence-based Practices, Tier 2, Mental Health, Rural Schools
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 140 participants (actual)
- Lead sponsor
- Children's Hospital of PhiladelphiaUniversity, hospital or other
- Collaborators
- Devereux Center for Effective Schools, Agency for Healthcare Research and Quality (AHRQ)
- Study start
- 20 Sep 2022 (actual)
- Primary completion
- 13 Jun 2025 (actual)
- Study completion
- 13 Jun 2025 (actual)
- First posted
- 9 Sep 2021 (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.
An increasing number of schools in rural settings are employing the multi-tier positive behavioral interventions and supports (PBIS) framework to improve school-climate. PBIS can also be used as a framework for the adoption and integration of evidence-based practices (EBPs) for children's mental health concerns. A key challenge is that school personnel need technical assistance (training plus ongoing consultation) in order to implement EBPs with fidelity. In urban and suburban schools, this support can be provided to school staff on site. However, providing ongoing on-site support is not feasible or sustainable in the majority of rural schools, due to their remote physical location. For this reason, video technology has been recommended for the training of behavioral health staff (BHS) in under-served rural communities.
Detailed description
Objectives: The purpose of this study is to test the effectiveness of a remote training platform with BHS in schools serving rural communities.
Study Design: This study is a pilot randomized controlled trial to compare implementation and student outcomes of three training strategies: Control Condition (CC), Remote Video (RV), and Remote Video plus Coaching (RV+).
Setting/Participants: Participants will be school personnel with and without prior mental health training and students in grades 4-8 in schools serving rural communities who are deemed at risk for externalizing and internalizing mental health disorders. The pilot trial will be conducted in 24 schools (8 in CC, 8 in RV, and 8 in RV+). It is estimated that a total of 72 behavioral health staff (3 staff per school- 24 per arm) and 312 students (13 students per school - 104 per arm) will participate in this study. Additionally, we estimate about 24 school administrators such as principals or assistant principals will approve school's participation.
Study Interventions and Measures: Each school will be randomly assigned to receive one of three training supports: (a) Initial training (CC) (b) Initial training, plus video (RV) or (c) Initial training plus video, plus remote coaching (RV+). BHS in the RV+ condition will receive consultation from a Children's Hospital of Philadelphia (CHOP) consultant regarding implementation of EBPs, whereas BHS in the RV condition will be given access to the asynchronous training video modules. Participants in all three conditions will receive treatment manuals for the interventions they have chosen. The EBPs to be implemented by the BHS include: Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS), and Check-in/Check-out (CI/CO). All BHS will conduct one CPP or CATS group with 5 students of similar developmental level (e.g., a group of 4th \& 5th graders), and that each school staff in CI/CO will implement the intervention with 4 separate individual students of any eligible school grade.
Analyses: This study is designed to test the effectiveness of initial training compared to remote video training and remote video training plus coaching to train BHS to implement EBPs.
Study design
- Primary purpose
- Health services research
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Initial training | Active comparator | Behavioral: Coping Power Program (CPP), Behavioral: CBT for Anxiety Treatment in Schools (CATS), Behavioral: Check-in/Check-out (CI/CO), Behavioral: Initial Training (CC)School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training to learn about implementing the three EBPs (CC). |
| Initial training plus video | Experimental | Behavioral: Coping Power Program (CPP), Behavioral: CBT for Anxiety Treatment in Schools (CATS), Behavioral: Check-in/Check-out (CI/CO), Behavioral: Initial Training plus Video (RV)School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training and receive access to asynchronous video training modules about the EBPs (RV). |
| Initial training plus video, plus coaching | Experimental | Behavioral: Coping Power Program (CPP), Behavioral: CBT for Anxiety Treatment in Schools (CATS), Behavioral: Check-in/Check-out (CI/CO), Behavioral: Initial Training plus Video plus Coaching (RV+)School personnel will implement CATS or CPP and CICO with students in the school setting. They will participate in an initial live remote training, receive access to asynchronous video training modules about the EBPs, and receive coaching support by study staff (RV+). The coaching will be from a study consultant regarding the implementation of EBPs. |
Who may qualify
- Ages
- 8 to 99 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (8 listed)
- Administrator: Any school principal or assistant principal from participating schools implementing PBIS.
- Behavioral Health Staff: Any counselor, social worker, or teacher from participating schools implementing PBIS who work with students in grades 4-8.
- attending one of the participating schools
- being in grades 4-8
- identified by the Tier 2 team as not responding to Tier 1 intervention, thus needing Tier 2 support
Key exclusion criteria (4 listed)
- Administrator: School staff who are not principals or assistant principals.
- Behavioral Health Staff: School staff who are not part of the PBIS team and who do not work with students in grades 4-8.
- Students: Students who do not meet screening or group participation criteria will not be included in the study. Students with a history of intellectual disability or serious developmental delays according to school records will not be included because they would be unlikely to benefit from the interventions used in the study. Students with a history of psychotic or autistic spectrum disorders as reported by parents will not be included.
- Subjects that do not meet all the enrollment criteria may not be enrolled. Any violations of these criteria must be reported in accordance with the Institutional Review Board (IRB) Policies and Procedures.
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 |
|---|---|---|
| Coping Power Program (CPP)CPP is an evidence-based intervention designed for students with externalizing behavior disorder. CPP consists of twelve 45-minute sessions. This EBP has been found to be effective at reducing aggressive behavior, covert delinquent behavior and substance abuse among aggressive boys, with gains maintained at one-year follow-up. Growth curve analyses showed that CPP had linear effects for three years after intervention on reductions in aggressive behavior and academic behavior problems. | Behavioural | Initial training, Initial training plus video, Initial training plus video, plus coaching |
| CBT for Anxiety Treatment in Schools (CATS)CATS is an adaptation of Friends for Life (FRIENDS). The adapted protocol retains the core elements of evidence-based CBT for anxiety and the FRIENDS group format. Investigators implemented planned adaptations to the protocol based on collective experience. Changes were made to the language, cultural methods, number of sessions, and activities while maintaining the 5 essential components of the treatment. This resulted in a briefer (8-session) and more feasible, engaging and culturally appropriate protocol for urban under-resourced schools than the original FRIENDS. | Behavioural | Initial training, Initial training plus video, Initial training plus video, plus coaching |
| Check-in/Check-out (CI/CO)CI/CO is a targeted, Tier 2 intervention for students at risk of developing externalizing and internalizing mental health disorders. CI/CO is designed to provide immediate feedback (i.e., at the end of each class period) to students, based on the use of a daily report card. This feedback is developmentally sensitive. CI/CO implementers meet individually with students for a brief 'check-in' in the morning and a brief 'check-out' in the afternoon. Research on the use of CI/CO has shown it to be effective in reducing externalizing and internalizing problems with elementary school students. CI/CO will be offered to individual students for a three-month period of time, which is the same time-frame needed for the implementation of CPP. | Behavioural | Initial training, Initial training plus video, Initial training plus video, plus coaching |
| Initial Training (CC)School personnel will participate in an initial live remote training. | Behavioural | Initial training |
| Initial Training plus Video (RV)School personnel will participate in an initial live remote training and receive access to asynchronous video training modules. | Behavioural | Initial training plus video |
| Initial Training plus Video plus Coaching (RV+)School personnel will participate in an initial live remote training, receive access to asynchronous video training modules, and receive coaching support from study staff. | Behavioural | Initial training plus video, plus coaching |
Primary outcome
Measures of content fidelity for group cognitive-behavioral treatment (GCBT)
Time frame: Up to 3 years
The primary endpoints related to school staff implementing the interventions are measures of content fidelity. Content fidelity for the group interventions CPP and CATS will be measured using the Content Fidelity Checklists that reflects each activity component of the session agenda of the treatment protocols. Raters use a yes/no response scale to indicate whether or not the implementer covered a particular component.
Measures of content fidelity for Check-in, Check-Out
Time frame: Up to 3 years
Content fidelity for CI/CO will be assessed via the Check-In/Check-Out Fidelity Checklist. The CI/CO Fidelity Checklist is completed by the consultant (research staff) on a monthly basis after collecting the completed Daily Progress Report (DPR) student forms for each student involved in CICO.
Measures of process fidelity
Time frame: Up to 3 years
The primary endpoints related to school staff implementing the interventions are measures of content and process fidelity. Process fidelity for the group interventions CPP and CATS will be assessed via an adapted version of the rating system developed by Lochman and colleagues. 70 Ten items are rated on a scale of 0 to 4, with 0 being "Not At All" and 4 being "Very Often". Ratings are given on the extent to which school staff members delivered the intervention in an orderly fashion, using active learning strategies. etc. Exploratory factor analysis (EFA) yielded two factors on the 10-item scale.
Perceived adoption and penetration
Time frame: Up to 3 years
Perceived adoption and penetration will be assessed via a survey completed by school staff. The adoption inventory will track the number of times each intervention is used per school, per condition. The penetration inventory will list EBP penetration at the student level (students receiving EBPs at Tier 2).
Changes in student mental health symptoms from Baseline to Post Intervention
Time frame: Baseline and 14 weeks (post intervention)
Student Mental Health Symptoms will be measured by comparing parent scores pre-intervention and post-intervention. The Behavior Assessment System for Children-3rd edition (BASC-3) is a 138-item, 4-point, Likert-type rating scale (N=Never, S=Sometimes, O=Often, A=Almost Always) for assessing parental report of child mental health functioning, standardized for ages 2.5 to 18 years.
Changes in academic engagement from Baseline to Post Intervention
Time frame: Baseline and 14 weeks (post intervention)
Student Academic Engagement will be measured by comparing teacher scores pre-intervention and post-intervention. This is a 20-item, four-point instrument (1 = Not At All True, 2 = Not Very True, 3 = Sort Of True, 4 = Very True) with four sub-scales. Investigators will use the average score for each of the four scales at pre- and post-participation in group cognitive behavioral therapy (CBT) or Check-in/Check-out (CICO).
Changes in externalizing and internalizing problems
Time frame: Baseline and 14 weeks (post intervention)
Student externalizing and internalizing problems will be measure by comparing student scores pre-intervention and post-intervention. The Behavior and Feeling Survey-Youth Report (YFS-SR) is a brief (10 items) measure of internalizing and externalizing problems rated on a 5-point scale. The YFS-SR has excellent psychometric properties, and it is sensitive to change. The YFS-SR provides three scores (Internalizing, Externalizing, Total).
1 secondary outcome
Perceived mediators and moderators of consultation support
Time frame: Up to 3 years
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Aug 2025.
- Derived from this study: PubMed 35710520Eiraldi R, McCurdy BL, Khanna MS, Goldstein J, Comly R, Francisco J, Rutherford LE, Wilson T, Henson K, Farmer T, Jawad AF. Development and evaluation of a remote training strategy for the implementation of mental health evidence-based practices in rural schools: pilot study protocol. Pilot Feasibility Stud. 2022 Jun 17;8(1):128. doi: 10.1186/s40814-022-01082-4.
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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.
Ricardo B Eiraldi, PhD principal investigator
Children's Hospital of Philadelphia
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Coping Power Program (CPP), CBT for Anxiety Treatment in Schools (CATS) and Check-in/Check-out (CI/CO) in people with Behavior Disorders, run by Children's Hospital of Philadelphia 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 8 inclusion and 4 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: finished, as of the sponsor's last update on 15 Aug 2025. 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 is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
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?
Measures of content fidelity for group cognitive-behavioral treatment (GCBT) (time frame: Up to 3 years). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05039164, which also lists 1 linked publication.
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 15 Aug 2025; AzTrials last refreshed its copy on 29 Oct 2026.