An interventional study of Peer Coach Training (PCT) and Delayed control in Disruptive Behavior, sponsored by University of Southern California. Recruiting at 1 site in United States. Open to participants aged 10 Years to 15 Years. Per ClinicalTrials.gov, last updated 2026-04-13.
Sponsored by University of Southern California · Not applicable, Interventional, and Treatment
Among 92 studies in Problem Behavior with a site in United States — 25 open to participants now, 29 under way, 1 of them phase 3. Problem Behavior · United States.
Among the 92 studies in Problem Behavior with a site in United States, this one is the 25th largest by planned enrollment of the 86 interventional ones that give a count, is one of 7 that started in 2026, is one of 73 with no phase, reaches primary completion later than 15 of the 28 other live ones, and was the 87th registered.
178 studies on the registry are indexed under Problem Behavior; 47 are open to participants now.
Browse Problem Behavior studies →25 of the 92 studies in Problem Behavior with a site in United States are open now. Recruiting first, the newest first:
Rutgers, The State University of New Jersey · Sites in United States
Medical University of South Carolina · Sites in United States
Jeremy Veenstra-vanderweele · Sites in United States
Wayne State University · Sites in United States
Wayne State University · Sites in United States
A study can be open while its sites in United States have not opened yet or have stopped. Only those recruiting at a site in United States →
Of the 36 Problem Behavior studies recruiting now, 9 (25%) set no upper age limit and 26 (72%) stop at 75 or younger; 28 take children under 18; 18 take healthy volunteers.
This study: 10 Years to 15 Years · all sexes · no healthy volunteers.
The full table on the hub →This tab as a report to print or save as PDF → With an account.
92 studies; the count open now beside each. This study's row is marked.
First in 1995; this study’s year is marked. 7 started in 2026.
This study's planned enrollment of 150 is above the median of 90 across 165 interventional studies indexed under Problem Behavior.
Median enrollment 71 across the 86 interventional studies, 40 across the 5 observational. Of the 59 that completed or were terminated, 16 (27%) have results posted.
This tab as a report to print or save as PDF → With an account.
4 of 92 have an industry lead sponsor. The 10 most frequent:
University of Southern California is the lead sponsor of 791 studies on the registry; 136 are open to participants now.
Of its 70 completed or terminated interventional studies of FDA-regulated products, 32 (46%) have results posted.
University of Southern California has 1 study filed under Problem Behavior — fewer than ten, so there is no comparison to draw.
12 of the studies in Problem Behavior with a site in United States that are under way reach primary completion within a year, 1 of them phase 3. Phase 3 first, then by date:
| Study | Primary completion |
|---|---|
| NCT06366464Phase 3Harmony Biosciences Management, Inc.A Study of Pitolisant in Patients With Prader-Willi Syndrome | 2027-04 |
| NCT07203014Ann & Robert H Lurie Children's Hospital of ChicagoParent-Educator Action Response | 2026-12 |
| NCT02914951Yale UniversityCognitive-Behavioral Therapy for Irritability in Children With Autism Spectrum Disorder and Intellectual Disability | 2026-12 |
| NCT06193382University of MiamiParent-Child Interaction Therapy (PCIT) for Children With Traumatic Brain Injury (TBI): A Stepped-Care Model | 2026-12-01 |
| NCT06667661University of Kansas Medical CenterA Mobile App to Improve 24-Hour Movement Guideline Adherence in Preschoolers | 2026-12-31 |
Among the 92 studies in Problem Behavior with a site in United States, from their registry updates:
This tab as a report to print or save as PDF → With an account.
The study will examine the effects of Peer Coach Training (PCT), a strengths-based behavioral intervention for discipline-referred middle-school youth who might benefit when trained to act as change agents for their peers. Successful completion of this study will provide support for implementing PCT in school communities to empower youth in prosocial peer engagement.
In this proposal, the investigators evaluate the effects of PCT, an approach that deemphasizes existing problems and focuses instead on training youth to help their peers.
In urban public school districts across the US, exclusionary discipline (e.g., suspension and expulsion) disproportionally affects Black and Latinx youth. Although many school-based interventions are promising, they overlook the motivational potential of helping others and fail to build on the culturally grounded prosocial orientation of Black and Latinx students. This study evaluates the effectiveness of Peer Coach Training (PCT), a strengths-based intervention that deemphasizes existing problems and focuses instead on empowering youth to help their peers. A cluster randomized trial will be conducted across ten middle schools (n=150 youth), with schools randomized to either PCT or control (i.e., delayed treatment). Youth referred for disruptive behavior at intervention schools will receive PCT immediately, whereas youth at control schools will receive PCT nine months later. Outcomes related to disruptive and prosocial behavior, school engagement, and empowerment will be assessed at baseline, post-intervention, and follow-up. Successful completion of this trial will not only provide support for implementing PCT in school communities to empower youth prosocially, but also potentially validate an approach to reducing discipline disparities within school contexts.
Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Exclusion Criteria:
Discipline-referred middle-school youth in schools randomized to the experimental arm will be offered immediate PCT delivered by trained research team members
Behavioral: Peer Coach Training (PCT)
Discipline-referred middle-school youth in schools randomized to the delayed control will be provided behavioral services according to their middle school's standard practice of care. These youth will receive PCT after completion of follow-up assessments.
Behavioral: Delayed control
Six to seven session strengths-based behavioral intervention focusing on skills development and help-giving practices
Services offered by middle schools for students according to their standard practice of care. These youth will then receive PCT after completion of follow-up assessments.
Behavioral Problem Checklist
12-item self-report questionnaire that assesses youth behavioral problems
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Strengths and Difficulties Questionnaire
25-item self-report questionnaire that assesses youth emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior, along with additional questions related to functioning
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Teacher Disruptive Behavior Disorders Rating Scale
45-item self-report questionnaire that assesses symptoms of attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
School archival data of youth behavior and discipline
School archival records of behavioral and disciplinary outcomes such as the number of disciplinary referrals and citations, as well as suspensions and exclusions
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Engagement versus disaffection with learning - student report
20-item self-report questionnaire that assesses youth behavioral and emotional engagement in learning
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
MacArthur Scale of Subjective Social Status - Youth Version
2-item self-report measure that assesses youths' perceived social status relative to society and peers in school
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessmentMacArthur Scale of Subjective Social Status - Youth Version
Moral Identity Internalization Scale
5-item self-report measure that assesses the degree to which a list of personal characteristics are important to an individual
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Personal Efficacy Scale
10-item self-report measure that assesses an individual's perceived ability to deal with challenges and influence outcomes
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Psychological Empowerment Indices - Youth School Belonging and Identification
6-item self-report measure that assesses school belonging and identification
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Wentzel Prosocial Peer Goals and Compliance Goals Scales
22-item self-report measure that assesses the frequency youth work towards prosocial, compliance, mastery, and evaluation goals
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Esbensen Gang Involvement Scale
20-item self-report measure that assesses the level of youth gang involvement and behaviors of the youths' friends
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Possible selves survey
Self-report measure that assesses youths' future-oriented self-concept (expected, hoped-for, and feared selves) using open-ended prompts and a rating scale
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Behavioral Problem Checklist - Youth Peer Assessment
12-item self-report questionnaire that assesses behavioral problems of the youths' peers
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Child and Adolescent Social Support Scale (Social Network Interview)
48-item interview that assesses youths' perceived social support from parents, teachers, classmates, and friends
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Teacher Construals Indices
23 self-report items that assesses teacher's commitment and feelings towards their students
Time frame: Baseline assessment, 3 months after baseline assessment, 8 months after baseline assessment
Plan to share: No
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Started Mar 2026 (actual). Primary completion is estimated for Dec 2027, 21 months after the start.
Of 111 non-industry interventional studies with no phase under Problem Behavior, half reached primary completion within 24 months of starting (the median), counting those still running; a quarter within 13 and three quarters within 51. This study's planned 21 months is below that.
Counting every sponsor, half of 112 studies reached it within 24 months; a quarter within 13 and three quarters within 51.
How these figures are worked out, and which studies are left out of them.
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