Partners in School: Promoting Continuity Across Home and School
- Conditions
- Autism Spectrum Disorder
- Interventions
- Behavioral: Education communication skills (ECS) trainingBehavioral: Partners in School
- Registration Number
- NCT05154981
- Lead Sponsor
- New York State Psychiatric Institute
- Brief Summary
Partners in School is a collection of implementation strategies (e.g., communication training, problem-solving consultation) to help parents/primary caregivers and teachers of children with autism spectrum disorder implement the same practices across home and school.
- Detailed Description
We recruited a total of 48 participants (N=22 parent-teacher dyads) from urban and suburban public schools in New York, New Jersey, and Connecticut. Teachers were matched on years of teaching experience (0-2 years, 3-5 years, 5-10 years, or 11+ years), and then randomized to the experimental condition or the control condition. The experimental condition had 13 parent-teacher dyads (N=26 participants) and the control condition had 11 parent-teacher dyads (N=22 participants). The experimental condition included the five steps of Partners in School including the pre-consultation phone interview, web-based communication skills training for the parent or teacher through School Talk, in-person parent-teacher conference, three weeks of implementing the same intervention with the student at home (by parents) and school (by the teacher), and a post-consultation phone interview. Parents and teachers also completed surveys at the beginning and end of Partners in School. The control condition had the same experiences but the parents/teachers in that condition did not receive communication skills training through School Talk. One of the key outcomes is that recruitment, randomization, condition protocols, retention, and assessment of Partners in School with School Talk is feasible and acceptable. These findings are significant to the scientific field because they suggest that researchers can partner with public schools and train parents and teachers to communicate and collaborate effectively in order to double the dosage, intensity, and impact of evidenced-based practices for young children on the autism spectrum disorder (ASD).
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 48
- Must be parent/primary caregiver or full-time, lead teacher
- Must have or teach preschool, pre- kindergarten, kindergarten, or 1st grade child with ASD
- Must have or teach child with ASD that can see and hear
- Access to internet via wifi-enabled phone, tablet, or computer
- Must be English or Spanish speaking
- An active email -
- Parents with younger (less than preschool) or older children (in 2nd grade or above)
- Teachers who teach older than 1st grade.
- Teaching assistants
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Partners in School with Education Communication Skills (ECS) Training Partners in School Parents and teachers in the experimental condition will receive Partners in School with communication training. Partners in School without Education Communication Skills (ECS) Training Partners in School Parents and teachers in the control condition will receive Partners in School without communication training. Partners in School with Education Communication Skills (ECS) Training Education communication skills (ECS) training Parents and teachers in the experimental condition will receive Partners in School with communication training.
- Primary Outcome Measures
Name Time Method Parent-Teacher Alliance Questionnaire (PTAQ) at study completion, an average of 10 weeks The PTAQ is a 20-item measure that assesses the degree to which parents believe they have a sound working relationship with the teacher (and vice versa). A five-point Likert scale is used from strongly agree to strongly disagree. An example item is, "My child's teacher treats me as a partner in the development of my child's education plan." It was adapted from the Parenting Alliance Inventory
Change from Baseline Fidelity (to Student Intervention Plan) at 3 weeks daily for three weeks Daily home-school notes will list the steps in the student intervention plan generated during the consultation meeting. Parents and teachers will indicate whether each step was completed at home or at school, respectively. The number of intervention steps completed by parents (parent fidelity) and teachers (teacher fidelity) will be computed.
Change from Baseline Alignment (of Student Intervention Plan) at 3 weeks daily for three weeks Daily home-school notes will list the steps in the student intervention plan generated during the consultation meeting. Parents and teachers will indicate whether each step was completed at home or at school, respectively. The number of steps in the student intervention plan completed by both parents and teachers will be used as the measure of continuity.
Adapted LEAPS Questionnaire about ECS training (A-LEAPS) at study completion, an average of 10 weeks The A-LEAPS will be an 18-item parent questionnaire (adapted patient form) and a 23-item teacher questionnaire (adapted physician form). At the baseline self-assessment, parents and teachers will be asked to report on their communication practices using never, sometimes, or always used. At the post-consultation self-assessment, they will be asked to again reflect on their communication practices, but this time with the specific Partners in School parent-teacher consultation meeting just completed. An example item is, "I set an agenda for the meeting so that I am sure we get to all the things I want to cover."
Parent-Teacher Relationship Scale-Second Edition (PTRS-II) at study completion, an average of 10 weeks The PTRS-II is a 24-item measure that examines the degree of connection felt between parent and teacher pairs, by examining joining (affiliation and support, dependability and availability, shared expectations and beliefs, and communication from the other) and communication to the other (sharing of emotion and sharing of information). A five-point Likert scale is used from almost never to almost always. An example item is, "I don't like the way this teacher talks to me."
Participation in Problem Solving Scale (PPSS) at study completion, an average of 10 weeks The PPSS asks respondents to assess their problem solving competencies using 12-items. Items are rated on a five-point Likert scale from disagree very strongly to agree very strongly. An example item is, "I gathered specific information to measure this student's progress."
- Secondary Outcome Measures
Name Time Method Pervasive Developmental Disorder Behavior Inventory (PDDBI) at study completion, an average of 10 weeks The PDDBI is an informant-based rating scale designed to assist in the assessment of children who have been diagnosed with ASD. This measure has been developed to assess both problem behaviors as well as appropriate social, language, and learning/memory skills.
Goal Attainment Scaling (GAS) daily for three weeks The home-school notes will assess the child's progress toward his/her pre-determined goal that will be formulated by parents and teachers during the consultation meeting. We will use an adapted goal attainment scaling (GAS), ranging from the situation got significantly worse (-2) to the situation got significantly better (+2).
Family-Professional Partnership Scale (FPPS) at study completion, an average of 10 weeks The FPPS is an 18-item measure designed to assess the extent of parent or teacher satisfaction with their partnership orientated practices using subscales about child-focused relationships and family-focused relationships. Items are rated on a five-point Likert scale ranging from very dissatisfied to very satisfied. An example question is, "How satisfied are you that your child's teacher values your opinions about your child's needs?"
Frequency and Severity Form (FSF) at study completion, an average of 10 weeks Using the FSF form, the consultant will ask parents and teachers to report on the top three concerns that they have for the child, as well as to rate the frequency and severity of each of those concerns. The frequency question asks, "How often does this occur with your child at school or at home?" The concern is rated on a five-point Likert scale ranging from rarely to always. The severity question asks, "How much does this impact your child's daily functioning at school or at home?" The concern is rated on a five-point Likert scale ranging from rarely to extremely. This measure was designed specifically for Partners in School.
Self-Efficacy with Communication Form (SECF) at study completion, an average of 10 weeks The SECF is a five-item questionnaire designed to capture important constructs in the self-efficacy literature (e.g., competency, effectiveness, and confidence). Items are rated on a five-point Likert scale ranging from not at all to extremely. An example question is, "How confident are you at communicating with this student's parent?" Items were derived from prior studies on self-efficacy and are sensitive to changes in Partners in School.
Consultant Adherence at study completion, an average of 10 weeks The Partners in School objective checklists will be used to evaluate the extent to which the consultant followed the necessary components of the Partners in School protocol. The checklist has separate objectives for the pre-consultation, consultation, and post-consultation. An example objective for the pre-consultation is, "Asked about the frequency of the concern."
Trial Locations
- Locations (1)
Research Foundation for Mental Hygiene at the New York State Psychiatric Institute
🇺🇸New York, New York, United States