As described in the parent grant, the primary questions will be tested using a 3-level mixed-effects regression models. In fact, the same mixed-effects model can be used to test all of the hypotheses, where the inclusion of higher order interactions are the only significant changes in model specification for the different hypotheses. The generalized mixed-effects regression model will contain two levels of nesting (repeated observations within children, and children within classrooms), with school entered as a fixed effect covariate (due to the relatively small number of schools). For the hypotheses noted below, we will examine main effects and interactions of teacher practices (TP) and psychological climate (PC) on child outcomes, and of teacher practices and teacher-student relationships (TS) on child outcomes. A significant interaction would indicate a moderation effect of teacher practices with classroom characteristics. The general model can be augmented to include any relevant time varying covariate at level 1 (repeated measurements), or time invariant covariates at levels 2 (child), or 3 (classroom). Hypothesis 1: Teacher practices will predict child outcomes. This model will contain main effects of TP, time, and the TP*time interaction. Hypothesis 2: Classroom characteristics (teacher psychological climate and teacher-student relationships - TSR) will impact on teacher practices. This is a 2-level model with teachers nested within schools and TP used as the outcome variable. The model will include main effects of PC, TSR, and time, and the PC*time and TSR*time interactions to predict TP. Hypothesis 3: Classroom characteristics (teacher psychological climate and teacher-student relationships) will impact on child outcomes. This model will add main effects of PC, and RE, and the PC*time and RE*time interactions to the model in H1 and remove the TP main effect and TP*time interaction. Hypothesis 4: Teacher practices will mediate the association between classroom characteristics and child outcomes. This model will reintroduce the TP main effect and TP*time interaction to the model in H3. If the model in H3 identifies significant PC and RE related effects on child outcomes, but they are no longer significant when the TP effects are added in H4, then we can conclude that the TP effects mediate the relationship between PC, TS, and child outcomes. Hypothesis 5: Classroom characteristics will moderate the association between teacher practices and child outcomes. This model will add the PC*TP*time, and TS*TP*time interactions to the model in H4. This model will test to see if PC and TS moderate the relationship between TP and child outcomes (i.e., does the TP*time interaction depend on classroom characteristics).

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Exploratory Grants (P20)
Project #
5P20MH078458-05
Application #
8378812
Study Section
Special Emphasis Panel (ZMH1-ERB-P)
Project Start
Project End
2014-03-31
Budget Start
2012-04-11
Budget End
2013-03-31
Support Year
5
Fiscal Year
2012
Total Cost
$136,569
Indirect Cost
$63,033
Name
University of Illinois at Chicago
Department
Type
DUNS #
098987217
City
Chicago
State
IL
Country
United States
Zip Code
60612
Cappella, Elise; Jackson, Daisy R; Kim, Ha Yeon et al. (2016) Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study. School Ment Health 8:222-237
Atkins, Marc S; Rusch, Dana; Mehta, Tara G et al. (2016) Future Directions for Dissemination and Implementation Science: Aligning Ecological Theory and Public Health to Close the Research to Practice Gap. J Clin Child Adolesc Psychol 45:215-26
Atkins, Marc S; Shernoff, Elisa S; Frazier, Stacy L et al. (2015) Redesigning community mental health services for urban children: Supporting schooling to promote mental health. J Consult Clin Psychol 83:839-52
Frazier, Stacy L; Dinizulu, Sonya Mathies; Rusch, Dana et al. (2015) Building Resilience After School for Early Adolescents in Urban Poverty: Open Trial of Leaders @ Play. Adm Policy Ment Health 42:723-36
Bagner, Daniel M; Frazier, Stacy L; Berkovits, Michelle (2014) Getting ready for preschool: linking early intervention and family mental health for infants and toddlers with developmental delay. Adm Policy Ment Health 41:707-11
Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W et al. (2013) Classroom peer relationships and behavioral engagement in elementary school: the role of social network equity. Am J Community Psychol 52:367-79
Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L (2013) The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning. School Ment Health 5:144-154
Atkins, Marc S; Lakind, Davielle (2013) Usual care for clinicians, unusual care for their clients: rearranging priorities for children's mental health services. Adm Policy Ment Health 40:48-51
Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon et al. (2012) Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools. J Consult Clin Psychol 80:597-610
Schoenwald, Sonja K (2011) It's a Bird, It's A Plane, It's … Fidelity Measurement In the Real World. Clin Psychol (New York) 18:142-147