Enhancing Early Care and Education Through Reflective Supervision

Emotion Regulation Clinical Trial

Official title:

Enhancing Early Care and Education Through Reflective Supervision to Promote Adaptive Emotion Regulation in Young Children

Clinical Trial Details — Status: Enrolling by invitation

Administrative data

• NCT number: NCT05880875
• Other study ID #: K23HD107243
• Secondary ID: K23HD107243
• Status: Enrolling by invitation
• Phase: N/A
• Start date: May 18, 2023
• Est. completion date: February 28, 2027

Study information

• Verified date: January 2024
• Source: Bradley Hospital
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

The goal of this clinical trial is to test an enhancement to early care and education, which is a professional development series that includes a foundational training and skill development workshops focused on training and supporting early learning supervisors in Reflective Practice and Supervision. Directors and education coordinators within state pre-kindergarten programs, and the teachers they supervise, will be the focus of this research. Hypothesized outcomes include promotion of reflective capacity and supervisory skill in supervisors, more effective supervisor-supervisee interactions, increases in reflective functioning and well-being in supervisees, increases in positive teaching practices and observed classroom quality, and increases in adaptive social-emotional development among children alongside prevention of emotion regulation difficulties. Researchers will compare whether these outcomes differ between participants who are currently receiving the Reflective Supervision enhancement and participants who are in the waitlist control condition.

Recruitment information / eligibility

• Status: Enrolling by invitation
• Enrollment: 32
• Est. completion date: February 28, 2027
• Est. primary completion date: February 28, 2027
• Accepts healthy volunteers: No
• Gender: All
• Age group: 18 Years and older

Eligibility

Inclusion Criteria:

• Supervisor in Rhode Island state pre-kindergarten program

Exclusion Criteria:

• Does not meet inclusion criteria above

Related Conditions & MeSH terms

• Emotion Regulation

Intervention

Behavioral:
• Reflective Supervision Enhancement
The Reflective Supervision enhancement is a professional development series designed to train and support directors and education coordinators supervising state pre-kindergarten classrooms in using a reflective supervision approach with their staff.

Locations

Country	Name	City	State
United States	Bradley Hospital	Riverside	Rhode Island

Sponsors (2)

Lead Sponsor	Collaborator
Bradley Hospital	Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Country where clinical trial is conducted

United States, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Change from Baseline Teaching Progress Assessment at 9 months	Rhode Island Department of Education record review	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Teaching Progress Assessment at 12 months	Rhode Island Department of Education record review	At baseline (beginning of academic year), and in 12 months
Primary	Change from 9-month Teaching Progress Assessment at 12 months	Rhode Island Department of Education record review	At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Primary	Change from Baseline Observed Classroom Quality at 9 months	Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Observed Classroom Quality at 12 months	Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality	At baseline (beginning of academic year), and in 12 months
Primary	Change from 9-month Observed Classroom Quality at 12 months	Pre-K Classroom Assessment Scoring System, scores range from 1 (minimally characteristic) to 7 (highly characteristic), with higher scores indicating higher classroom quality	At 9 months (end of academic year), and in 12 months (beginning of next academic year)
Primary	Change from Baseline Child Social-Emotional Functioning as assessed by Cognitive Toybox at 9 months	Rhode Island Department of Education record review	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Child Emotion Regulation at 9 months	Social Competence Scale - Teacher Version, Emotion Regulation subscale, scores range from 0 to 4 with higher scores indicating greater emotion regulation	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Child Prosocial/Communication Skills at 9 months	Social Competence Scale - Teacher Version, Prosocial/Communication subscale, scores range from 0 to 4 with higher scores indicating greater prosocial/communication skills	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Child Social Competence at 9 months	Social Competence Scale - Teacher Version, Total Social Competence Score, scores range from 0 to 4 with higher scores indicating greater social competence	At baseline (beginning of academic year), and in 9 months
Primary	Change from Baseline Child-Teacher Relationship Quality at 9 months	Student-Teacher Relationship Scale - Short Form, scores range from 1 to 5 with higher scores indicating a more positive relationship	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Supervisor Reflective Capacity at 9 months	Reflective Supervision Rating Scale, Adapted Version, scores range from 1 to 4 with higher scores indicating greater reflective capacity	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Supervisory Competence at 9 months	Supervisor Self-Assessment, scores range from 1 to 5 with higher scores indicating greater supervisory competence	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Supervisor Reflective Functioning at 9 months	Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Supervisor Well-Being at 9 months	Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Quality of Reflective Supervision Relationship at 9 months	Reflective Interaction Observation Scale, scores range from 1 to 5 with higher scores indicating a higher quality relationship	At baseline (beginning of academic year) and in 9 months
Secondary	Program Climate assessed by Early Childhood Environment Rating Scale-Revised	Rhode Island Department of Education record review	At 9 months (end of academic year)
Secondary	Change from Baseline Supervisor Reflective Capacity at 9 months assessed by teacher-report	Reflective Supervision Rating Scale, scores range from 1 to 4 with higher scores indicating greater reflective capacity	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Teacher Reflective Functioning at 9 months	Reflective Functioning Questionnaire, scores range from 1 to 7 with higher scores indicating greater reflective functioning	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Teacher Well-Being at 9 months	Professional Quality of Life Scale, scores range from 1 to 5 with higher scores indicating greater well-being	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Child Academic Functioning as assessed by Cognitive Toybox at 9 months	Rhode Island Department of Education record review	At baseline (beginning of academic year) and in 9 months
Secondary	Change from Baseline Child Academic Skills at 9 months	Social Competence Scale - Teacher Version, Academic Skills subscale, scores range from 0 to 4 with higher scores indicating greater academic skills	At baseline (beginning of academic year) and in 9 months