Promoting Inclusive Educational Environments for Children with Autism and Other Social-communication Challenges: Preschool Class and Primary School
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 24
- 试验地点
- 1
- 主要终点
- Change from baseline in autism program quality assessed with the Autism Program Environment Rating Scale - Preschool and primary school (APERS-Fk/L-SE)
研究概览
简要总结
This study evaluates the effect of using the Autism Program Environment Rating Scale (APERS) as the foundation for providing feedback, in-service training and coaching to teachers, to improve program quality for autistic (ASD) students and students with related social-communication challenges (SCC) in Swedish primary school classrooms. In the current study half of the participating classrooms will receive the APERS-based model for program quality improvement, while the other half will receive services as usual.
It is hypothesized that the APERS-based model will improve primary school program quality for children with ASD and SCC, as well as improve functioning for students with ASD/SCC and self-perceived self-efficacy among participating teachers, compared to the study's comparison group.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 6 Years 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •autism diagnosis
- •socio-communicative challenges identified by parents and/or school staff
- •attending a primary school classroom (i.e., from pre-school class to third grade)
排除标准
- 未提供
研究组 & 干预措施
Experimental group
In the experimental group, in-service training on autism, program quality, and APERS will be provided to participating staff. Furthermore, APERS-rating to assess the program quality for students with ASD/SCC will be conducted. Pertaining feedback on program areas of strength and improvement will be provided by the APERS-raters to the classroom teachers.
Subsequently, assigned coaches (already employed at the school as special educators or equivalent) will based on the APERS-ratings develop an action plan to improve program quality for students with ASD and SCC, in collaboration with classroom teachers. Subsequently, the coach will provide weekly or bi-weekly coaching to promote program quality during the course of two school semesters (approximately 8-9 months).
干预措施: APERS-based model (Behavioral)
Comparison group
The classrooms in the comparison group will also be rated with the APERS, and feedback will provided to classroom teachers. However, no further support will be provided in transforming APERS-ratings with pertaining feedback into best practice.
结局指标
主要结局
Change from baseline in autism program quality assessed with the Autism Program Environment Rating Scale - Preschool and primary school (APERS-Fk/L-SE)
时间窗: Baseline and about 9 months from baseline
The APERS-Fk/L-SE is a rating scale designed to examine primary school program quality for autistic students in Sweden. It contains 10 domains including areas such as students' personal independence and competence, and challenging behaviors. The scale consists of 59 items rated on a five-point Likert-scale (1= low quality - 5 = high quality) resulting in individual item scores, subdomain scores, domain scores and a total score.
次要结局
- Change in teachers' perceived self-efficacy for supporting students with autism using the Autism Self-Efficacy Scale for Teachers(Baseline and approximately 9 months from baseline)
- Change from baseline in parents ratings on their children's body functions, activities and participation and contextual factors assessed with the International Classification of Functioning, Disability and Health (ICF) Core Sets for Autism(Baseline and approximately 9 months from baseline)
- Change in teachers' work satisfaction assessed with the Teacher Work Satisfaction Questionnaire(Baseline and approximately 9 months from baseline)
- Change from baseline in children's self-regulation and academic behavior assessed with children's self-regulation and academic behavior questionnaire(Baseline and approximately 9 months from baseline)
- Change in teachers' stress assessed with the Teachers' Stress Scale(Baseline and approximately 9 months from baseline)
- Change from baseline in how children feel about their school assessed with How I Feel About My School (HIFAMS)(Baseline and approximately 9 months from baseline)
- Change from baseline in teachers' global impression of the child in the classroom(Baseline and approximately 9 months from baseline)
研究者
Lise Roll-Pettersson
Professor
Stockholm University