Academic Support for Black Middle School Student Success in STEMSTEM AIMNCT07447661
STEM As I Am Phase I
A study testing Technology-based educational intervention in people with Academic Support for Black Middle School Student Success in STEM, run by Oregon Research Behavioral Intervention Strategies, Inc..
Trial summary
Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset… Read more about this study
- Who is it for?
- Ages 10 years and olderHealthy volunteers can take part
- Conditions the study is for
- Academic Support for Black Middle School Student Success in STEM
- What is being tested?
- Technology-based educational intervention
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 138 participants
- Where
- No sites listed yet
- Study dates
- 1 Nov 2026to 31 Mar 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 10 years and older
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
- being the parent/guardian of a middle school student who identifies as Black/African American
- having a smartphone or tablet
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
About this study
Official title: STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM
Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.
Read the detailed description
The feasibility test will consist of a 6-week intervention to assess the program's relevance, acceptability, cultural appropriateness, and potential for efficacy. The study will use a within-subjects pre-post design with 50 parent-student dyads to detect changes in student word knowledge, academic enabling behaviors, mindset, academic self-efficacy, and interest in STEM. Measures will also detect changes in parent word knowledge, use of AV words in the home, and self-efficacy with regard to AV use and academic support behaviors. Additionally, a post-test evaluation of consumer satisfaction, technology acceptability, and recommendations for modifications to the program will be administered to both students and their parents/guardians. Usage reports will be collected from the technology's backend system to measure frequency and duration of student and parent engagement with the technology components as well as numbers of correct/incorrect responses.
- Being tested
- Technology-based educational intervention
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Technology-based educational interventionOther
Mobile app to deliver culturally responsive role modeling and evidence-based instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.
| Study group | Role | What they receive |
|---|---|---|
| STEM-AIM | Experimental | The STEM-AIM app will provide students and their families with a media-enhanced learning experience. Videos will feature Black STEM heroes who describe their paths to STEM and the growth mindset skills that helped them overcome barriers and challenges. STEM heroes and near-peer vignettes introduce a set of academic vocabulary words that underlie STEM achievement. Users then practice drag and drop definition, spelling, and usage games. Receives: Other: Technology-based educational intervention |
What is being measured
The primary outcome is the main question the study is designed to answer.
Student Academic Vocabulary Word Meaning (SAVM)
SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Word Meaning (PAVM)
PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Vocabulary Word Usage (SAVWU)
SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Word Usage (PAVWU)
PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Fixed Mindset (SFM)
SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Behaviors (SAB)
SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes \& Tran, 2016).
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Secondary outcomes (11)
Student Academic Vocabulary Usage Behaviors (SAVUB)
SAVUB will measure change in student use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Usage Behaviors (SAVUB)
SAVUB will measure change in parent use of SAV words (10 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010). Items used a 4-point response option (1 = not at all, 4 = 3-4 times per week) and a mean score and could range from 1 to 4. Higher scores indicated greater use of SAV words.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Confidence in using AV words (SCAV)
SCAV will measure student confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Confidence in using AV words (PCAV)
PCAV will measure parent confidence in using SAV words (10 items). Items were adapted from the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items were developed using procedures for developing self-efficacy scales (Bandura et al., 2001). Items used a 5-point response option (1 = not at all confident, 5 = extremely confident) and a mean score was computed (alpha = .95) and could range from 1 to 5. Higher scores indicated greater confidence using SAV words.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Interest in choosing STEM careers (STEM)
STEM will measure students' interest in STEM careers (4 items). Items were adapted from: the Student Engagement Instrument (SEI; Betts, Appleton, Reschly, et al., 2010) and the Efficacy to Influence School-related Performance subscale of the Parental Self-Efficacy Scale (PSES; Bandura, et al., 2001). Items used a 5-point response option (1 = not at all interested, 5 = extremely interested) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater interest in using SAV words.
Measured: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Technology Acceptance (STA) - Acceptability of Intervention (AIM)
Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.
Measured: 6-weeks after baseline (Post treatment)
Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM)
Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.
Measured: 6-weeks after baseline (Post treatment)
Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM)
Acceptability of Intervention Measure (AIM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater acceptability of the intervention.
Measured: 6-weeks after baseline (post treatment)
Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM)
Intervention Appropriateness Measure (IAM; 4-items) is a measure that often used in formative studies and are considered leading indicators of implementation success (Proctor et al., 2011; Bowen et al., 2009). Uses a 5-point response option, have demonstrated reliability, test-retest reliability, and shown to assess sensitivity to change (Weiner et al. 2017). A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater approriateness of the intervention.
Measured: 6-weeks after baseline (post treatment)
Student Satisfaction with STEM-AIM Program
Student satisfaction with the STEM-AIM program will be measured with 15 items that ask students to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.
Measured: 6-weeks after baseline (post treatment)
Parent Satisfaction with STEM-AIM Program
Parent satisfaction with the STEM-AIM program will be measured with 15 items that ask parents to rate, on a 5-point Likert response scale, the degree to which the STEM-AIM features were helpful, useful, enjoyable, and met their expectations. A mean score will be computed and scores can range from 1 to 5. Higher scores indicate greater satisfaction with the program.
Measured: 6-weeks after baseline (post treatment)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Mar 2026
- Study start1 Nov 2026 (estimated)
- Primary completion31 Jan 2027 (estimated)
- Study completion31 Mar 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for Academic Support for Black Middle School Student Success in STEMStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Model description
- Mobile app to deliver culturally responsive role modeling and evidencebased instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.
- Masking
- None (open label)
- Enrolment
- 138 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Oregon Research Behavioral Intervention Strategies, Inc.
- Sponsor type
- Industry (pharma, biotech, devices)
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD)
- Responsible party
- Sponsor
- Investigators
- David R Smith, PhD, Principal investigator, Oregon Research Behavioral Intervention Strategies, Inc.
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07447661
- Sponsor's protocol ID
- MD020230
- Other IDs
- 1R43MD020230-01
- Acronym
- STEM AIM
- Status last verified
- Sep 2026
- First submitted
- 16 Feb 2026
- Last updated
- 2 Oct 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Publications
Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.
PubMed 11280478Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J, Greene D, Walton GM, Dweck CS. Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. J Educ Psychol. 2016 Apr;108(3):374-391. doi: 10.1037/edu0000098.
PubMed 27524832McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication. Journal of Reading Behavior, 15(1), 3-18. https://doi.org/10.1080/10862968309547474 (Original work published 1983)
Beck I. L., Mccaslin E. S., Mckeown M. G. The rationale and design of a program to teach vocabulary to fourth-grade students (LRDC Publication 1980/25). Pittsburgh: University of Pittsburgh, Learning Research and Development Center, 1980. Google Scholar Beck I. L., Omanson R. C., Mckeown M. G. An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 1982, 17, 462-481.
Snipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
Weiner BJ, Lewis CC, Stanick C, Powell BJ, Dorsey CN, Clary AS, Boynton MH, Halko H. Psychometric assessment of three newly developed implementation outcome measures. Implement Sci. 2017 Aug 29;12(1):108. doi: 10.1186/s13012-017-0635-3.
PubMed 28851459Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, Griffey R, Hensley M. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health. 2011 Mar;38(2):65-76. doi: 10.1007/s10488-010-0319-7.
PubMed 20957426Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84.
Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
PubMed 19362699Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5(2), 160-188. https://doi.org/10.1080/19345747.2012.660240
Study at a glance
From the registry record, last updated by the sponsor on 2 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM
- ClinicalTrials.gov ID
- NCT07447661
- Acronym / sponsor ID
- STEM AIM / MD020230
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 138 participants (estimated)
- Lead sponsor
- Oregon Research Behavioral Intervention Strategies, Inc.Industry (pharma, biotech, devices)
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD)
- Study start
- 1 Nov 2026 (estimated)
- Primary completion
- 31 Jan 2027 (estimated)
- Study completion
- 31 Mar 2027 (estimated)
- First posted
- 3 Mar 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.
Detailed description
The feasibility test will consist of a 6-week intervention to assess the program's relevance, acceptability, cultural appropriateness, and potential for efficacy. The study will use a within-subjects pre-post design with 50 parent-student dyads to detect changes in student word knowledge, academic enabling behaviors, mindset, academic self-efficacy, and interest in STEM. Measures will also detect changes in parent word knowledge, use of AV words in the home, and self-efficacy with regard to AV use and academic support behaviors. Additionally, a post-test evaluation of consumer satisfaction, technology acceptability, and recommendations for modifications to the program will be administered to both students and their parents/guardians. Usage reports will be collected from the technology's backend system to measure frequency and duration of student and parent engagement with the technology components as well as numbers of correct/incorrect responses.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- Mobile app to deliver culturally responsive role modeling and evidencebased instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.
| Arm | Type | Receives |
|---|---|---|
| STEM-AIM | Experimental | Other: Technology-based educational interventionThe STEM-AIM app will provide students and their families with a media-enhanced learning experience. Videos will feature Black STEM heroes who describe their paths to STEM and the growth mindset skills that helped them overcome barriers and challenges. STEM heroes and near-peer vignettes introduce a set of academic vocabulary words that underlie STEM achievement. Users then practice drag and drop definition, spelling, and usage games. |
Who may qualify
- Ages
- 10 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Technology-based educational interventionMobile app to deliver culturally responsive role modeling and evidence-based instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success. | Other | STEM-AIM |
Primary outcome
Student Academic Vocabulary Word Meaning (SAVM)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Parent Academic Vocabulary Word Meaning (PAVM)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Student Academic Vocabulary Word Usage (SAVWU)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Parent Academic Vocabulary Word Usage (PAVWU)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Student Fixed Mindset (SFM)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).
Student Academic Behaviors (SAB)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes \& Tran, 2016).
11 secondary outcomes
Student Academic Vocabulary Usage Behaviors (SAVUB)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Usage Behaviors (SAVUB)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Confidence in using AV words (SCAV)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Confidence in using AV words (PCAV)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Interest in choosing STEM careers (STEM)
Time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Technology Acceptance (STA) - Acceptability of Intervention (AIM)
Time frame: 6-weeks after baseline (Post treatment)
Student Technology Acceptance (STA) - Intervention Appropriateness Measure (IAM)
Time frame: 6-weeks after baseline (Post treatment)
Parent Technology Acceptance (PTA) - Acceptability of Intervention (AIM)
Time frame: 6-weeks after baseline (post treatment)
Parent Technology Acceptance (PTA) - Intervention Approriateness Measure (IAM)
Time frame: 6-weeks after baseline (post treatment)
Student Satisfaction with STEM-AIM Program
Time frame: 6-weeks after baseline (post treatment)
Parent Satisfaction with STEM-AIM Program
Time frame: 6-weeks after baseline (post treatment)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 2 Oct 2026.
- Background: PubMed 11280478Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.
- Background: PubMed 27524832Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J, Greene D, Walton GM, Dweck CS. Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. J Educ Psychol. 2016 Apr;108(3):374-391. doi: 10.1037/edu0000098.
- BackgroundMcKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication. Journal of Reading Behavior, 15(1), 3-18. https://doi.org/10.1080/10862968309547474 (Original work published 1983)
- BackgroundBeck I. L., Mccaslin E. S., Mckeown M. G. The rationale and design of a program to teach vocabulary to fourth-grade students (LRDC Publication 1980/25). Pittsburgh: University of Pittsburgh, Learning Research and Development Center, 1980. Google Scholar Beck I. L., Omanson R. C., Mckeown M. G. An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 1982, 17, 462-481.
- BackgroundSnipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
- Background: PubMed 28851459Weiner BJ, Lewis CC, Stanick C, Powell BJ, Dorsey CN, Clary AS, Boynton MH, Halko H. Psychometric assessment of three newly developed implementation outcome measures. Implement Sci. 2017 Aug 29;12(1):108. doi: 10.1186/s13012-017-0635-3.
- Background: PubMed 20957426Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, Griffey R, Hensley M. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health. 2011 Mar;38(2):65-76. doi: 10.1007/s10488-010-0319-7.
- BackgroundBetts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84.
- Background: PubMed 19362699Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
- BackgroundApthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5(2), 160-188. https://doi.org/10.1080/19345747.2012.660240
- Individual participant dataSharing planned: Undecided
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
David R Smith, PhD principal investigator
Oregon Research Behavioral Intervention Strategies, Inc.
Questions about this trial
What is this clinical trial studying?
A study testing Technology-based educational intervention in people with Academic Support for Black Middle School Student Success in STEM, run by Oregon Research Behavioral Intervention Strategies, Inc..
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 2 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact David R Smith, PhD (541-484-2123, david.smith@influentsin.com), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Student Academic Vocabulary Word Meaning (SAVM) (time frame: Baseline (pre-treatment) and 6 weeks (post-treatment)). The study lists 6 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07447661, which also lists 10 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 2 Oct 2026.