<clinical_study>
  <!-- This xml conforms to an XML Schema at:
    https://clinicaltrials.gov/ct2/html/images/info/public.xsd -->
  <required_header>
    <download_date>ClinicalTrials.gov processed this data on September 20, 2023</download_date>
    <link_text>Link to the current ClinicalTrials.gov record.</link_text>
    <url>https://clinicaltrials.gov/ct2/show/NCT01705431</url>
  </required_header>
  <id_info>
    <org_study_id>IES R324A110370</org_study_id>
    <nct_id>NCT01705431</nct_id>
  </id_info>
  <brief_title>Students, Parents, and Teachers On Track: Intervention Development for Youth With Emotional Disturbance</brief_title>
  <acronym>OnTrack</acronym>
  <official_title>Students, Parents, and Teachers On Track: Intervention Development for Youth With Emotional Disturbance</official_title>
  <sponsors>
    <lead_sponsor>
      <agency>Oregon Social Learning Center</agency>
      <agency_class>Other</agency_class>
    </lead_sponsor>
  </sponsors>
  <source>Oregon Social Learning Center</source>
  <oversight_info>
    <has_dmc>No</has_dmc>
  </oversight_info>
  <brief_summary>
    <textblock>
      The purpose of the On Track intervention is to address a need raised by a day-treatment&#xD;
      school in Lane County: Support for students transitioning from the day-treatment school (Lane&#xD;
      School) to their district middle schools. Eligible students are currently attending Lane&#xD;
      School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are&#xD;
      preparing to transition to their district schools.&#xD;
    </textblock>
  </brief_summary>
  <detailed_description>
    <textblock>
      A significant problem in education is that the transition period between a treatment school&#xD;
      and a district school represents a high-risk time for failure. Education service district and&#xD;
      school district leadership in Lane County contacted the Oregon Social Learning Center to&#xD;
      collaborate on this project stating that during this transition period the students have&#xD;
      insufficient strategies, services, and supports for generalizing the gains made at Lane&#xD;
      School (the treatment school) back into the district middle school setting. They reported&#xD;
      that this is a period of high stress and instability for many students and their families.&#xD;
      Additionally, district schools lack the resources and supports to import the strategies that&#xD;
      supported students to be successful at Lane School. Lane School works to track students'&#xD;
      placement and services following completion of their program and data indicate that in the&#xD;
      first year after transition, approximately 82% of middle school students transfer to public&#xD;
      schools in their home district and the remaining students transfer directly to alternative or&#xD;
      in-patient treatment centers. By the second year after transition, however, the majority of&#xD;
      students who attended public schools were placed in self-contained classrooms, alternative&#xD;
      placements, treatment centers, or received out-of-school tutoring due to emotional and&#xD;
      behavioral problems. In addition, many students have high rates of truancy and low levels of&#xD;
      parental support. This project is intended to address the gaps in support to increase&#xD;
      placement stability at the district schools following the transition. To date, four students&#xD;
      have begun the transition process with support from this project. One student has fully&#xD;
      transitioned and results from qualitative interviews with the parent and the teacher indicate&#xD;
      that the intervention is well liked and providing the supports needed to promote student&#xD;
      success at the district middle school. We will continue to collect data to determine the&#xD;
      level impact in this domain. A secondary impact is developing strategies to effectively&#xD;
      collaborate with multiple school districts to support the common goal of transitioning&#xD;
      students smoothly and sustaining placement stability. It is our goal to disseminate these&#xD;
      strategies via publications and presentations with other educational researchers and&#xD;
      practitioners.&#xD;
    </textblock>
  </detailed_description>
  <overall_status>Completed</overall_status>
  <start_date>October 2011</start_date>
  <completion_date type="Actual">November 2015</completion_date>
  <primary_completion_date type="Actual">October 2015</primary_completion_date>
  <phase>Phase 1</phase>
  <study_type>Interventional</study_type>
  <has_expanded_access>No</has_expanded_access>
  <study_design_info>
    <allocation>Non-Randomized</allocation>
    <intervention_model>Single Group Assignment</intervention_model>
    <primary_purpose>Treatment</primary_purpose>
    <masking>None (Open Label)</masking>
  </study_design_info>
  <primary_outcome>
    <measure>Successful School Transition</measure>
    <time_frame>12 months</time_frame>
    <description>Evidence of academic and social success in transition from treatment school to district school</description>
  </primary_outcome>
  <number_of_arms>2</number_of_arms>
  <enrollment type="Actual">31</enrollment>
  <condition>Emotional Disturbance</condition>
  <arm_group>
    <arm_group_label>Support for students with EBD</arm_group_label>
    <arm_group_type>Experimental</arm_group_type>
  </arm_group>
  <arm_group>
    <arm_group_label>Control</arm_group_label>
    <arm_group_type>No Intervention</arm_group_type>
    <description>Participants continue with services as usual</description>
  </arm_group>
  <intervention>
    <intervention_type>Behavioral</intervention_type>
    <intervention_name>On Track</intervention_name>
    <description>The purpose of the On Track intervention is to address a need raised by a day-treatment school in Lane County: Support for students transitioning from the day-treatment school (Lane School) to their district middle schools. Eligible students are currently attending Lane School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are preparing to transition to their district schools.</description>
    <arm_group_label>Support for students with EBD</arm_group_label>
    <other_name>SWIFT</other_name>
  </intervention>
  <eligibility>
    <criteria>
      <textblock>
        Inclusion Criteria:&#xD;
&#xD;
          -  Clinical Diagnosis of Emotional and Behavioral Disturbance&#xD;
      </textblock>
    </criteria>
    <gender>All</gender>
    <minimum_age>10 Years</minimum_age>
    <maximum_age>15 Years</maximum_age>
    <healthy_volunteers>No</healthy_volunteers>
  </eligibility>
  <overall_official>
    <last_name>Rohanna Buchanan, PhD</last_name>
    <role>Principal Investigator</role>
    <affiliation>Oregon Social Learning Center</affiliation>
  </overall_official>
  <location>
    <facility>
      <name>Oregon Social Learning Center</name>
      <address>
        <city>Eugene</city>
        <state>Oregon</state>
        <zip>97401</zip>
        <country>United States</country>
      </address>
    </facility>
  </location>
  <location_countries>
    <country>United States</country>
  </location_countries>
  <verification_date>December 2015</verification_date>
  <study_first_submitted>October 9, 2012</study_first_submitted>
  <study_first_submitted_qc>October 11, 2012</study_first_submitted_qc>
  <study_first_posted type="Estimate">October 12, 2012</study_first_posted>
  <last_update_submitted>December 10, 2015</last_update_submitted>
  <last_update_submitted_qc>December 10, 2015</last_update_submitted_qc>
  <last_update_posted type="Estimate">December 14, 2015</last_update_posted>
  <responsible_party>
    <responsible_party_type>Sponsor</responsible_party_type>
  </responsible_party>
  <keyword>Emotional Disturbance</keyword>
  <keyword>Behavioral Disturbance</keyword>
  <keyword>EBD</keyword>
  <keyword>Middle School</keyword>
  <keyword>Special Education</keyword>
  <keyword>School Psychology</keyword>
  <condition_browse>
    <!-- CAUTION:  The following MeSH terms are assigned with an imperfect algorithm            -->
    <mesh_term>Affective Symptoms</mesh_term>
  </condition_browse>
  <!-- Results have not yet been posted for this study                                          -->
</clinical_study>


download date: ClinicalTrials.gov processed this data on September 20, 2023
link text: Link to the current ClinicalTrials.gov record.
url: https://clinicaltrials.gov/ct2/show/NCT01705431
org study id: IES R324A110370
nct id: NCT01705431
lead sponsor: 
has dmc: No
The purpose of the On Track intervention is to address a need raised by a day-treatment
      school in Lane County: Support for students transitioning from the day-treatment school (Lane
      School) to their district middle schools. Eligible students are currently attending Lane
      School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are
      preparing to transition to their district schools.
A significant problem in education is that the transition period between a treatment school
      and a district school represents a high-risk time for failure. Education service district and
      school district leadership in Lane County contacted the Oregon Social Learning Center to
      collaborate on this project stating that during this transition period the students have
      insufficient strategies, services, and supports for generalizing the gains made at Lane
      School (the treatment school) back into the district middle school setting. They reported
      that this is a period of high stress and instability for many students and their families.
      Additionally, district schools lack the resources and supports to import the strategies that
      supported students to be successful at Lane School. Lane School works to track students'
      placement and services following completion of their program and data indicate that in the
      first year after transition, approximately 82% of middle school students transfer to public
      schools in their home district and the remaining students transfer directly to alternative or
      in-patient treatment centers. By the second year after transition, however, the majority of
      students who attended public schools were placed in self-contained classrooms, alternative
      placements, treatment centers, or received out-of-school tutoring due to emotional and
      behavioral problems. In addition, many students have high rates of truancy and low levels of
      parental support. This project is intended to address the gaps in support to increase
      placement stability at the district schools following the transition. To date, four students
      have begun the transition process with support from this project. One student has fully
      transitioned and results from qualitative interviews with the parent and the teacher indicate
      that the intervention is well liked and providing the supports needed to promote student
      success at the district middle school. We will continue to collect data to determine the
      level impact in this domain. A secondary impact is developing strategies to effectively
      collaborate with multiple school districts to support the common goal of transitioning
      students smoothly and sustaining placement stability. It is our goal to disseminate these
      strategies via publications and presentations with other educational researchers and
      practitioners.
allocation: Non-Randomized
intervention model: Single Group Assignment
primary purpose: Treatment
masking: None (Open Label)
measure: Successful School Transition
time frame: 12 months
description: Evidence of academic and social success in transition from treatment school to district school
arm group label: Support for students with EBD
arm group type: Experimental
arm group label: Control
arm group type: No Intervention
description: Participants continue with services as usual
intervention type: Behavioral
intervention name: On Track
description: The purpose of the On Track intervention is to address a need raised by a day-treatment school in Lane County: Support for students transitioning from the day-treatment school (Lane School) to their district middle schools. Eligible students are currently attending Lane School, in middle school (Grades 6-8), with or at risk for Emotional Disturbance, and are preparing to transition to their district schools.
arm group label: Support for students with EBD
other name: SWIFT
criteria: 
gender: All
minimum age: 10 Years
maximum age: 15 Years
healthy volunteers: No
last name: Rohanna Buchanan, PhD
role: Principal Investigator
affiliation: Oregon Social Learning Center
facility: 
country: United States
responsible party type: Sponsor
mesh term: Affective Symptoms