Examining the Efficacy of the PRAISE With Coaching Program
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age8+
SponsorChildren's Hospital of Philadelphia
About this trial
The PReventing Aggression In Schools Everyday (PRAISE) Program has evidence of impact when run by research staff. PRAISE was adapted using community-based participatory research to a coaching model whereby school-staff are trained to facilitate the program and receive ongoing coaching from research staff. The overall objective is to demonstrate the efficacy of the adapted PRAISE program when facilitated by in-school staff.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Enrolled in one of the participating school sites
In a 3rd-5th grade classroom participating in the study
Employed by one of the participating school sites
Teach and/or provide services to students in 3rd-5th grade
Disqualifiers
Do not speak English
Special education students not integrated in a regular education classroom
Student not in Grades 3-5 at the participating school sites
Do not speak English
Trial design
Design model
Parallel
Treatments tested in this trial
Universal, classroom-based, Bullying and Aggression Prevention Program
BehavioralPRAISE is a universal, classroom-based aggression and bullying prevention program that addresses all forms (physical, verbal, relational, cyber), with a strong focus on the relational and reactive behaviors. All emotional and social skills taught focus on applying and practicing the skills within peer relationships. This program has gone through iterative development and adaptations using a community-based participatory approach whereby the elementary students and staff were active partners with researchers in refining the program. Specific attention was paid to ensuring that the program is feasible for schools to implement and sustain while also being relevant and relatable for students from a variety of backgrounds and school communities (e.g., under-resourced, higher levels of community violence). This updated PRAISE includes \~14 sessions (amounts can vary by grade) and training and coaching for school-based facilitators of the program.
Treatment groups
1,008 Participants
are divided into 2 treatment groupsGroup A: Comparison SchoolsNo intervention 0 interventions
Group B: Intervention SchoolsExperimental treatment 1 intervention
Trial outcomes
Primary outcomes
1
Peer Ratings of Peer Aggression
Measured via peer-reports. Students rate the frequency that each classmate engages in relational (1 item), verbal (1 item) and physical (1 item) aggression on a scale from 1- Not at All to 5- A Whole Lot. Each individual child gets an average score based the classroom peer reports with higher scores reflecting more of that outcome.
Time frame
At baseline and post intervention, approximately 8 months.2
Knowledge of Social Information Processing
Student self-report of social information processing knowledge will be gathered using the Knowledge of Anger Problem Solving measure (9 items) where items are scored a 1 if correct and 0 if incorrect and summed (Range: 0-9), higher scores reflect better social information processing
Time frame
At baseline and post intervention, approximately 8 months.3
Hostile Attributions
Student self-report of hostile attributions will be assessed using the Cartoon-Based Hostile Attributional Bias measure, with 2 relational vignettes and 2 physical vignettes, with one question asking whether a behavior was intentional or unintentional. Each vignette has a range of 0 (no bias) to 4 (strong bias). Scores on the 2 items per vignette type (relational, physical) are summed where higher scores reflect a worse outcome.
Time frame
At baseline and post intervention, approximately 8 months.4
Self-efficacy for Non-Violence
Student self-report of their use of non-aggressive or violent responses when in a conflict with a peer will be assessed using 9 items drawn from the measure developed for the Multisite Violence Prevention Project with a range of 1-Not at to 4-Very confident. Items are averaged with higher scores reflecting more conference in their ability to not use violent or aggressive responses.
Time frame
At baseline and post intervention, approximately 8 months.Secondary outcomes
1
Empathy
Student self-report of cognitive empathy using the perspective taking scale of the Interpersonal Reactivity Index (6 items; Range: 1-Never to 5-All the Time). Items are averaged where higher scores indicated more empathy.
Time frame
At baseline and post intervention, approximately 8 months.2
Peer Bullying-Victimization
Student self-report of victimization by peers using the Social Experience Questionnaire (SEQ; 10 items, Range: 1-Never to 5-All the time). Items are averaged with higher scores indicated more peer bullying-victimization experiences.
Time frame
At baseline and post intervention, approximately 8 months.3
Academic Engagement
Teacher report on each child in their classroom will be used to assess academic engagement using the Academic Competence Evaluation Scale (8 items; Range: 1-Never to 5-Almost Always). Items are averaged with higher scores reflecting more engagement.
Time frame
At baseline and post intervention, approximately 8 months.4
Student-teacher Relationship
Teacher report on each child in their classroom of their perceived relationships (closeness and conflict) using the Closeness (5 items) and Conflict (5 items) drawn from the Student Teacher Relationship Scales (STRS; Range: 1-Definitely doesn't apply to 5-Definitely applies). Items per scale are averaged such that higher scores indicated more closeness or conflict between teacher and student.
Time frame
At baseline and post intervention, approximately 8 months.Sponsors and contacts
Click on the lead sponsor to view all of their trials.
Children's Hospital of Philadelphia
Lead sponsor
The School District of Philadelphia
Collaborator
Source ClinicalTrials.gov