NCT06270914: IBIS

Inclusive Positive Behaviour Supports

Status unknown NA Last updated 21 February 2024

What this trial tests

NA trial testing Inclusive Positive Behavior Interventions and Supports in Behavior Problem in 5,000 participants. Status unknown.

Timeline

25 August 2023

Primary endpoint
30 September 2025

31 December 2025

Quick facts

Lead sponsor	Uppsala University
Phase	NA
Status	Status unknown
Study type	INTERVENTIONAL
Allocation	non randomized
Design	parallel
Masking	none
Primary purpose	prevention
Enrollment	5,000
Start date	25 August 2023
Primary completion	30 September 2025
Estimated completion	31 December 2025
Sites	1 location across Sweden

Drugs / interventions tested

• Inclusive Positive Behavior Interventions and Supports

Conditions studied

• Behavior Problem — all drugs for Behavior Problem →
• Social Skills — all drugs for Social Skills →

Sponsor

Uppsala University

Who can join

Adults 9 to 15, any sex, with Behavior Problem or Social Skills. Patients with the condition only — healthy volunteers not accepted.

Sponsor's own description

Background: While positive school climate is important for students' well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) have shown positive effects on school climate, but fewer studies have been conducted in the European context. Aim: The present project aims to investigate the effectiveness of SW-PBIS programs for students' social-emotional skills and academic achievement as well as teachers' and students' perceptions of the learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts. Methods: Data on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used, and data are collected during three time points. In the second wave, a wait-list control group is used, and data are collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethnomethodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms. Discussion: The study is expected to contribute knowledge on the effects of the SWPBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SWPBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SWPBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control groups.

Publications & conference data

1 peer-reviewed publication reference this trial (live from Europe PMC):

1. Positive behavior support in school - a quasi-experimental mixed methods study and a randomized controlled trial.
   Karlberg M, Klang N, Svahn J. · · 2024 · cited 1× · PMID 39354572 · DOI 10.1186/s40359-024-02021-z