Search
Close this search box.

Transitioning Emotionally and Academically to Middle School Successfully (TEAMSS)

Studies

Study First Submitted Date 2021-11-05
Study First Posted Date 2021-12-06
Last Update Posted Date 2022-05-25
Start Month Year May 2024
Primary Completion Month Year May 2025
Verification Month Year May 2022
Verification Date 2022-05-31
Last Update Posted Date 2022-05-25

Detailed Descriptions

Sequence: 20633939
Description The current study will implement two sequential open trials to evaluate the feasibility of TEAMSS and assess intervention acceptability and satisfaction (from children, parents and clinicians). Specifically, data on implementation, acceptability, fidelity and child outcomes will be collected. After each open trial, feedback (via interviews and standardized measures) from students, parents and clinicians will be integrated and presented to the TEAMSS Development Workgroup (TDW) for revision. Potentially eligible 5th grade students (approximately n = 10) will complete the consent process and conduct baseline 1 evaluations. Eligible 5th grade students will meet with the 6th grade school clinician for a school tour and meeting, and will receive written material to foster the successful transition to MS. Immediately prior to starting 6th grade, these students will be contacted and re-evaluated (baseline 2) using an abbreviated assessment to confirm eligibility. Within the first 10 weeks of 6th grade, school clinicians will implement TEAMSS with enrolled students and their parents/teachers. Ten weeks after TEAMSS begins, a post assessment will be completed (i.e., in December) followed by an 8-month follow-up, near the end of the school year (i.e., in May). This process will be repeated for open trial 2 with the exclusion of the 8-month follow-up. The pilot RCT will be conducted with 4-6 school-based clinicians from 4-6 MSs. Approximately 42 5th grade students from 12 elementary schools (approximately 3-6 students per group) with elevated anxiety will be recruited. The RCT will be conducted in 3 phases: Phase 1 – Recruitment, Screening, Baseline Evaluation and Randomization: In Phase 1, 5th grade students will be referred to study staff for screening and evaluation from 5th grade teachers, clinicians and parents and self-referrals. Interested parents and students will contact study staff and complete a brief phone screen (see Recruitment section). Families who pass the screen will complete informed consent and the full baseline evaluation (consisting of a diagnostic interview and questionnaires) with an Independent Evaluator. Families who pass the baseline evaluation will be considered for eligibility. Phase 2 – Intervention and Monitoring: Eligible students will receive TEAMSS (n = 21) or EUC (n= 21) depending on their random assignment. Students in both groups will receive the 5th grade components but only students randomized to TEAMSS will receive the TEAMSS group sessions (in 6th grade), delivered over 10 weeks. During the 10 weeks of TEAMSS, parents of students will attend two group meetings and clinicians will consult with at least one teacher (usually the advisory/homeroom teacher). Phase 3 – Post- and Follow-up Evaluations: At the end of the 10-week intervention phase, students in both groups will complete the post-intervention (3 months into transition year i.e., December). Five months after the intervention ends (8 months into the transition year i.e., May), students in both groups will complete a follow up evaluation to assess the durability of the intervention. A seventh group with students, and a third group for parents, occurring approximately four weeks after session 6 will be conducted to debrief (discuss their experience in the program), ask them about any lingering questions or concerns related to anxiety, and update them on what was learned.

Conditions

Sequence: 51944483
Name Anxiety Disorders
Downcase Name anxiety disorders

Id Information

Sequence: 39982973 Sequence: 39982974
Id Source org_study_id Id Source secondary_id
Id Value 22-114-1 Id Value R324A200091
Id Type Other Grant/Funding Number
Id Type Description Institution of Education Sciences

Design Groups

Sequence: 55343818 Sequence: 55343819
Group Type Experimental Group Type No Intervention
Title TEAMSS Intervention in the RCT Title Enhanced Usual Care in the RCT
Description Students randomly assigned to the TEAMSS intervention will receive the 5th and 6th grade components. Description Enhanced Usual Care (EUC) will serve as the comparison group. EUC will be comprised of written materials (given all at once after randomization by study team) for parents and children that include: 1) a specialty mental health referral list; 2) a list of websites and books on child anxiety; and 3) tip sheets on successful transitions to MS. Families in this condition will not be prohibited from seeking treatment (though this will be monitored) for their children. These students will visit and meet with the 6th grade clinician in the spring of 5th grade.

Interventions

Sequence: 52256723
Intervention Type Behavioral
Name Transitioning Emotionally and Academically to Middle School Successfully (TEAMSS)
Description Students randomized to TEAMSS will receive reading materials on transitioning to middle school and a a school tour with the middle school clinician (in 5th grade) and the TEAMSS group sessions (in 6th grade) delivered over 10 weeks. During the 10 weeks of TEAMSS, parents of students will attend two group meetings and clinicians will consult with at least one teacher (usually the advisory/homeroom teacher).

Keywords

Sequence: 79514980 Sequence: 79514981 Sequence: 79514982
Name Middle school Name Transition Name Anxiety
Downcase Name middle school Downcase Name transition Downcase Name anxiety

Design Outcomes

Sequence: 176577161 Sequence: 176577162 Sequence: 176577163 Sequence: 176577164 Sequence: 176577165 Sequence: 176577166 Sequence: 176577167 Sequence: 176577168 Sequence: 176577169 Sequence: 176577170 Sequence: 176577171 Sequence: 176577172 Sequence: 176577173 Sequence: 176577174 Sequence: 176577175 Sequence: 176577176 Sequence: 176577177 Sequence: 176577178 Sequence: 176577179 Sequence: 176577180
Outcome Type primary Outcome Type primary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type secondary Outcome Type other Outcome Type other
Measure Change in Clinical Global Impression – Severity (CGI-S) Scale Measure Change in Clinical Global Impression – Improvement (CGI-I) Scale Measure Change in Screen for Child Anxiety Related Emotional Disorders, Child and Parent Versions (SCARED) Measure Change in Anxiety Disorders Interview Schedule for DSM-V, Parent and Child Versions (ADIS-V) Measure Change in Child Anxiety Impact Scale (CAIS) Measure Change in School Anxiety Scale – Teacher Report (SAS) Measure Change in School Records Measure Change in Academic Competence Evaluation Scale (ACES) Measure Change in Subtests from the Woodcock-Johnson IV Tests of Achievement and Cognitive Abilities (WJ IV) Measure Change in Children's Automatic Thoughts Scale (CATS) Measure Change in Avoidance Hierarchy Measure Change in Children's Somatization Inventory (CSI-24) Measure Change in My Memories of Growing Up (Egna Minnen Beträffande Uppfostran; EMBU) Measure Change in Family Accommodation Scale – Anxiety (FASA) Measure Change in Children's Organizational Skills Scale (COSS) Measure Change in Children's Global Assessment Scale (CGA-S) Measure Change in Strength and Difficulties Questionnaire Parent Version (SDQ Measure Change in Revised Child Anxiety and Depression Scale – Depression subscale only (RCADS) Measure Change in TEAMSS Intervention Satisfaction Questionnaire Measure Change in The Child and Adolescent Services Assessment (CASA)
Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from post intervention evaluation to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months Time Frame Change from post intervention evaluation to follow up at 8 months Time Frame Change from baseline (before intervention) to follow up at 8 months
Description The CGI-S score provides a global rating of anxiety severity ranging from 1= "not at all ill" to 7= "extremely ill". Description The CGI-I provides a global rating of clinical improvement in anxiety (relative to baseline) ranging from 1= "very much improved" to 7= "very much worse." Scores of 1-2 are considered "responders." Description A widely used 41 item measure of childhood anxiety. Informants respond to items using a 3-point Likert-type scale (0 = "not true or hardly ever true", 1 = "somewhat true or sometimes true", 2 = "very true or often true"). Description Considered the gold standard for assessing anxiety diagnosis and severity. Impairment ratings are generated for each disorder using the Clinician Severity Rating (CSR, range = 0-8; 4 or higher is required to assign a diagnosis). Description A 27 item measure of anxiety-related interference in social, academic and family functioning. It is scored on a 4-point Likert scale, from 0= "not at all" to 3= "very much." Description The SAS is a 16 item questionnaire of student anxiety, items are rated on a 3 point scale (0 = "never" to 3 = "always"). Description Assess grades, attendance, referrals for special education, grade retention and referrals for disciplinary actions (e.g., suspensions, detentions). Description A 50 item questionnaire, scored on a 5-point Likert scale ranging from "never" to "almost always" that assesses: Academic Skills (reading, mathematics, critical thinking) and Academic Enablers (Motivation, Engagement, Study Skills, Interpersonal Skills). Description These subtests are a widely used, norm-referenced measure of academic achievement and cognitive abilities. Reading, math fluency and numbers reversed will be administered to measure cognitive factors (e.g., efficiency, speed, working memory) that are affected by anxiety. Description A 40 item questionnaire of maladaptive thoughts associated with anxiety. Items are scored on a 5-point Likert scale from 0= "not at all" to 4= "all the time." To reduce burden, only the Physical and Social Threat subscale will be used. Description A 3 item measure used in our ongoing studies, which assesses how frequently the student avoids specific anxiety provoking situations from 1 = "never" to 7 = "every time." Description A 24 item measure of the child's somatic symptoms (headaches, stomach aches). Items are ranked using a 5 point scale ranging from "not at all" to "a whole lot." Description A 40 item measure of parental over control and anxious rearing practices associated with higher anxiety. This scale consists of four subscales with 10 items each: overprotection/control, emotional warmth, rejection, and anxious rearing. For purposes of this study, only the overprotection/control and anxious rearing subscales will be used. Items are answered on a 4-point Likert scale ranging from 1= "no," to 4= "yes, most of the time." Description A measure of accommodation. Parents respond to 9 items, which are coded on a 5-point Likert scale from 0 = "never" to 4 = "daily." Description A 41 item parent, teacher and child measure of organization, planning and time-management. The COSS yields three subscale scores: task planning, organized actions and memory and materials management. Description A measure to assess the student's overall improvement, as a result of participating in the intervention. Description A widely used and psychometrically sound (alpha = .80) 25 item parent report questionnaire that assesses emotional and behavioral difficulties in children 4-17 years old. It yields a total score and five subscale scores: emotion problems, conduct problems, hyperactivity, peer problems and prosocial. Description The RCADS Depression subscale is comprised of 10 items. Youth respond to items using a 4-point Likert-type scale (0-3) to indicate the frequency of symptoms: 'never,' 'sometimes,' 'often,' and 'always.' Higher scores reflect greater frequency of depressive symptoms. Description This measure will be modified from the PI's studies (Ginsburg et al., 2019a). Description A 20-item measure assessing the use of general medical health, mental health, social service, and education services. Items are rated on a yes/no scale. The measure includes checkboxes for participants to indicate details about the services (e.g., frequency, indication, provider).

Browse Conditions

Sequence: 192586951 Sequence: 192586952
Mesh Term Anxiety Disorders Mesh Term Mental Disorders
Downcase Mesh Term anxiety disorders Downcase Mesh Term mental disorders
Mesh Type mesh-list Mesh Type mesh-ancestor

Sponsors

Sequence: 48106881
Agency Class OTHER
Lead Or Collaborator lead
Name UConn Health

Overall Officials

Sequence: 29155513
Role Principal Investigator
Name Golda Ginsburg, PhD
Affiliation UConn Health

Central Contacts

Sequence: 11957574 Sequence: 11957575
Contact Type primary Contact Type backup
Name Golda Ginsburg, PhD Name Kevin Rodriguez, MA
Phone (860) 523-3788 Phone (860) 523-6441
Email gginsburg@uchc.edu Email kerodriguez@uchc.edu
Role Contact Role Contact

Design Group Interventions

Sequence: 67846558
Design Group Id 55343818
Intervention Id 52256723

Eligibilities

Sequence: 30631663
Gender All
Minimum Age 9 Years
Maximum Age 13 Years
Healthy Volunteers Accepts Healthy Volunteers
Criteria Student: Inclusion Criteria: be in the last year of a participating elementary school have elevated anxiety symptoms that are their primary concern as indicated by 1) a total SCARED score at baseline of 15 or higher using parent and/or child report, and/or 2) a Clinician Severity Rating (CSR) of 3 or higher on the ADIS read and understand English (both parent and child). Exclusion Criteria: Students who have a non-anxiety primary mental health concern (e.g., ADHD) will be excluded from TEAMSS, as this intervention is aimed at reducing anxiety and it would not be effective at treating other mental health concerns. Students with comorbid conditions secondary to anxiety will be eligible. Clinician: Inclusion Criteria: All clinician participants must be at least a part time employee of a CT MS in the role of school clinician. Exclusion Criteria: None
Adult False
Child True
Older Adult False

Calculated Values

Sequence: 254082610
Registered In Calendar Year 2021
Were Results Reported False
Has Single Facility False
Minimum Age Num 9
Maximum Age Num 13
Minimum Age Unit Years
Maximum Age Unit Years
Number Of Primary Outcomes To Measure 2
Number Of Secondary Outcomes To Measure 16
Number Of Other Outcomes To Measure 2

Designs

Sequence: 30378618
Allocation Randomized
Intervention Model Parallel Assignment
Observational Model
Primary Purpose Treatment
Time Perspective
Masking Single
Outcomes Assessor Masked True

Responsible Parties

Sequence: 28745715
Responsible Party Type Principal Investigator
Name Golda S. Ginsburg
Title Professor
Affiliation UConn Health