Autism Intervention Research Network for Behavioral Health (AIR-B II): Network Activity A: Conduct Research on Evidence-Based Practices.
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Autism
- Sponsor
- Health Resources and Services Administration (HRSA)
- Enrollment
- 250
- Locations
- 3
- Primary Endpoint
- Playground Intervention: Social Network Salience
- Status
- Completed
- Last Updated
- 11 years ago
Overview
Brief Summary
The primary goal of this study is to identify efficacious and cost effective intervention strategies that can improve academic and psychological outcomes for children with ASD, and can be feasibly be implemented at fidelity by school personnel in under served elementary schools. Two simultaneous interventions will occur.
In intervention 1, students with ASD in inclusion classrooms will be randomized to the Playground Intervention or a waitlist control group. In the Playground Intervention, UCLA/ROC/UPENN staff will work with school personals (teachers, paraprofessionals) to increase peer engagement on the yard.
In intervention 2, students in special day classes will be randomized to the 'Schedule Tools Activities Transitions' Intervention (STAT) or wait-list control. In the STAT Intervention, UCLA/ROC/UPENN staff will work with teachers to implement behavioral strategies in the classrooms.
In both interventions, the conditions are: 1) Immediate treatment, where the training will begin immediately after baseline measures are completed. 2) Wait-list treatment, where the training will begin the follow school year.
Investigators
Connie Kasari, Ph.D.
Professor
University of California, Los Angeles
Eligibility Criteria
Inclusion Criteria
- •Child: Child has to meet the following criteria: 1) Child's primary classroom teacher has consented to participate, 2) Child meets ADOS research criteria for autism spectrum disorder, 3) Child is between 5-11 years old, 4) Child's parents consented to have child participate, and 5) Child is placed in inclusion classroom or self-contained special education classroom for a minimum of 50% of the school day.
- •Adult: School teachers and paraprofessionals working with children with ASD.
Exclusion Criteria
- •Child: Participants will be excluded from the study if child has co-morbid disorders such as cerebral palsy, Fragile X, Down syndrome. Child has profound vision or hearing lose.
- •Adult: Participants will be excluded from the study if the adult is not a teacher, administrator, teaching assistant, yard attendant, related services provider, or a paraprofessional.
Outcomes
Primary Outcomes
Playground Intervention: Social Network Salience
Time Frame: Change from exit to follow up (3 months later) in Playground Intervention Social Network
Playground Intervention: Social Network Measure. Based on the Cairns' (1994) method, participants will be asked to list all the names of children in their class who hang out together; this free-recall method is used rather than asking respondents to place each peer's name in a group, because the relative strength of students' tendency to recall classmates is an important indicator of the peers' prominence in the social structure.
STAT Intervention: Teacher Behaviors and Student's Engagement in the Classrooms
Time Frame: Change from Exit to Follow Up (3 months later) in STAT Intervention: Classroom Observational Measure
STAT Intervention: The Classroom Observational Measure is an adaptive observational measure designed to capture teacher behaviors and student behaviors in the classroom that includes teacher's praises, behavioral control and student's on/off task behaviors.
Playground Intervention: Playground Peer Engagement
Time Frame: Change from exit to follow up (3 months later) in the POPE
Playground Intervention: Peer Observation of Playground Engagement (POPE) measure. Peer interactions on the playground will be coded using an interval-observation schedule of every 40 seconds (with 20 second coding intervals). Interactive levels or states will be noted along with the presence or absence of discrete interactive behaviors during each coding interval.
Secondary Outcomes
- Playground Intervention: Teachers Ratings of Intervention Implementation(Exit (12 weeks from Baseline))
- STAT Intervention: Teacher Nominated Target Behaviors(Change from exit to follow up (3 months later) in STAT Intervention: Teacher Nominated Target Behaviors)
- STAT Intervention: Coach Rated Teacher Implementation(Change from exit to follow up (3 months))
- Playground Intervention Teacher's Perceptions of Intervention(Change from exit to follow up (3 months later) in Playground Intervention Teacher Perception of Intervention)
- Playground Intervention: Coach Ratings of Aide Implementation(Change from Exit to Follow Up (3 months follow up) in Playground Intervention Coach Rated Aide Fidelity)
- Playground Intervention: Observer Ratings of Aide Implementation(Change from baseline to exit (12 weeks later))
- Playground Intervention: Aides Ratings of Effectiveness of Intervention(Change from Exit to Follow Up (3 months later) in Playground Intervention Aide Rated Fidelity)
- Playground Intervention: Teacher's Perceptions of Intervention(Change from baseline to exit (12 weeks later) in Playground Intervention Teacher Perception of Intervention)
- Playground Intervention: Observer Ratings of Aides Implementation(Change from exit to follow up (3 months later))
- STAT Intervention: Teacher Ratings of Implementation(Exit (12 weeks from Baseline))
- STAT Intervention: Teachers Ratings of Effectiveness of Intervention(Change from Exit to Follow up (3 months later) in STAT Intervention in Teacher Fidelity)