Teachers and Parents as Partners During Middle School RCT

In the business-as-usual control condition, participants will have access to any services
that a school would routinely provide (e.g., develop and implement a behavior support plan)
as well as services families can access in the community (e.g., mental health support).

Teachers and Parents as Partners will occur in a series of stages comprised of approximately
four structured meetings over approximately 8 weeks. A Teachers and Parents as Partners
consultant will meet together with a student's parent(s), teachers, other school personnel
(as appropriate), and the student (as appropriate). The Teachers and Parents as Partners team
will collaboratively address behavior problem solving objectives. Specific TAPP objectives
include: identifying strengths and specific behaviors of concern, specifying alternative
prosocial behaviors, creating measurable behavior goals, co-constructing behavior
intervention/support plans to address the target concerns, creating sustainable conditions to
support plan implementation at home and school, and evaluating the plan to assess progress
toward goals.

Inclusion Criteria:

- Students will be eligible if they have scores in the "elevated" or "extremely
elevated" risk categories on the parent or teacher version of the Behavior Assessment
Scale for Children (BASC) 3 Behavioral and Emotional Screening System (BESS). Parents,
and primary teachers and school staff associated with an eligible student will be
included.

Exclusion Criteria:

- Students who do not meet the inclusion criteria will be excluded from participation,
which includes their parent(s), teachers, and other school personnel. Students also
may not be eligible if they have mental health concerns or severe behavior problems
that may not be appropriate for Teachers and Parents as Partners or a research project
(e.g., some internalizing problems, students who pose an risk of harming themselves).