[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"leadSponsorName\":\"Oregon Social Learning Center\",\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:":75},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,2,0,[8,44],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":16,"sex":17,"minAge":18,"maxAge":4,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":4,"overallStatus":31,"whyStopped":4,"lastUpdateSubmitDate":32,"lastUpdatePostDateStruct":33,"startDateStruct":36,"completionDateStruct":38,"leadSponsor":40,"locationsCount":43},"100585896","increasing-kindergarten-social-emotional-skills-for-positive-long-term-mental-health-100585896",false,"NCT06908330","Increasing Kindergarten Social-Emotional Skills for Positive Long-Term Mental Health","Increasing Kindergarten Social-Emotional Skills for Positive Long-Term Mental Health: A Pilot Test of the Strengthening Social-Emotional Skills for Relating and Thriving at School (SSTRS) Program","Inclusion Criteria:\n\n* child entering kindergarten in school that is participiating in the study\n\nExclusion Criteria:\n\n* being in a classroom in which the teacher or EA was previously trained in another closely-related treatment protocol",true,"ALL","4 Years",{"count":20,"type":21},150,"ESTIMATED","INTERVENTIONAL",[24],"NA","The goal of this clinical trial is to learn if the Social-emotional Skills for Thriving and Relating at School (SSTRS) Program can help children entering kindergarten and their families. The main questions it aims to answer are: 1) Do children who participate in SSTRS have better social-emotional skills and mental health? and 2) Do parents who participate in SSTRS have more positive parenting skills and involvement in their children's learning?\n\nResearchers will compare the SSTRS Program to the regular kindergarten curriculum without SSTRS to see if being in SSTRS helps children to have better mental health and parents to have better parenting skills.\n\nKindergarteners will have daily SSTRS lessons in their kindergarten classes for 8 weeks.\n\nTheir parents will watch videos and attend group meetings with other parents and answer questions about their own and their children's behaviors and mental health",[27,28,29,30],"Parenting Behavior","Social Emotional Competence","Internalizing Behavior","Externalizing Behavior","NOT_YET_RECRUITING","2025-03-26",{"date":34,"type":35},"2025-04-03","ACTUAL",{"date":37,"type":21},"2026-02",{"date":39,"type":21},"2028-11",{"name":41,"class":42},"Oregon Social Learning Center","OTHER",1,{"id":45,"slug":46,"hasResults":11,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":50,"eligibilityCriteria":51,"healthyVolunteers":11,"sex":17,"minAge":52,"maxAge":53,"enrollmentInfo":54,"targetDuration":4,"studyType":22,"phases":56,"briefSummary":57,"conditions":58,"keywords":62,"overallStatus":66,"whyStopped":4,"lastUpdateSubmitDate":67,"lastUpdatePostDateStruct":68,"startDateStruct":70,"completionDateStruct":72,"leadSponsor":74,"locationsCount":43},"100507674","students-with-involved-families-and-teachers-100507674","NCT05890456","Students With Involved Families and Teachers","Efficacy of the Students With Involved Families and Teachers (SWIFT) Program for Students With Emotional and Behavioral Disorders","SWIFT-RCT","Inclusion Criteria:\n\n* Students in grades 5 through 8\n* In school districts in the the Lane Education Service District\n* Eligible for or at risk of eligibility for special education services for emotional or behavior disorders\n* Transitioning or at risk of transitioning between school settings or placements\n* English or Spanish speaking\n\nExclusion Criteria:\n\n* Students receiving intensive family and school support services from local community mental health agencies\n* Students with a hearing or vision impairment that would limit participation in the program components or the assessment protocol.","10 Years","16 Years",{"count":55,"type":21},320,[24],"PURPOSE: In the proposed project, the investigators seek to examine whether the SWIFT Program might be efficacious to improve students' prosocial skills and emotion and behavior regulation and improve home-school communication and the use of positive parenting practices for families. The investigators will also test whether the SWIFT program might be efficacious to improve students' longer-term school adjustment and parents' involvement in school.\n\nSETTING: Study activities will take place in ten school districts in Lane County, OR. The districts have approximately 10,000 middle school students (Grades 6-8), and approximately 60% of students are eligible for free and reduced price lunch. Some participating districts participated in the IES-funded Goal 2 study to develop the SWIFT Program.\n\nPOPULATION: 320 students in Grades 6-8 who are receiving special education services for emotional or behavioral disorders, and transitioning or at risk of transitioning between school settings and placements will be recruited. Parents and content area teachers of all participating students will be recruited to complete assessment measures. It is expected that up to 15% of the children in the study will be of Latino ethnicity and approximately 60% will be European-American and 10-20% will be of other or multiple ethnicities.\n\nINTERVENTION: The SWIFT Program is a 9-12 month intervention that includes four components: (a) behavioral progress monitoring, (b) case management of the intervention elements and coordination with the school, (c) parent support to promote parent engagement\u002Fcollaboration with the school and study routines in the home, and (d) behavioral skills coaching for students.\n\nSERVICES AS USUAL (SAU) CONTROL CONDITION: The SAU students and families will continue to receive any services that they were receiving prior to their entry into the study (as will the SWIFT students and families). These may include school-based interventions and supports and related services as required in the student's IEP.",[59,60,61],"Emotional Regulation","Adolescent Behavior","Parenting",[63,64,65],"Positive Parenting","Behavior Regulation","Academic Success","RECRUITING","2023-05-26",{"date":69,"type":35},"2023-06-06",{"date":71,"type":35},"2021-12-22",{"date":73,"type":21},"2026-06-30",{"name":41,"class":42},""]