School-based Paraeducator Education for Engagement at Recess
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 350
- 试验地点
- 6
- 主要终点
- Remaking Recess Fidelity
研究概览
简要总结
The purpose of the proposed three-site study is to test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize paraeducators' use (fidelity and sustainment) of an evidence-based social engagement intervention, Remaking Recess (RR). RR aims to improve peer related social skills for autistic students and their non-autistic peers who are socially isolated or peripheral and need support during recess.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Factorial
- 主要目的
- Health Services Research
- 盲法
- Double (Participant, Outcomes Assessor)
盲法说明
(participants will be masked during randomization process, after randomization they will be informed which condition they receive. Outcomes assessors will be masked to randomization and randomization outcome to the best of our ability)
入排标准
- 年龄范围
- 5 Years 至 —（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students: Elementary aged students in K-5th grade who are autistic or have a neurodevelopmental disorder (Age 5-12)
- •Educators: Paraeducators, teachers, or other school personnel that work with K-5th grade students in a public school in the United States (Age 18+)
排除标准
- •Students or educators that have previously participated in Remaking Recess studies will not be eligible to enroll in this study.
研究组 & 干预措施
Remaking Recess
Remaking Recess is a school-based social engagement intervention designed to enhance elementary school contextual factors to better support peer engagement during recess. Remaking Recess is delivered to educators through direct training and in vivo coaching by a certified Remaking Recess Coach.
干预措施: Remaking Recess (Behavioral)
TEAM
Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess.
干预措施: Remaking Recess (Behavioral)
TEAM
Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess.
干预措施: TEAM (Other)
结局指标
主要结局
Remaking Recess Fidelity
时间窗: Baseline, 4 months, 8 months, 12 months, 16 months
This 20-item observation measure rates how well educators are observed to be using core Remaking Recess strategies with students on the playground. Minimum score 1, maximum score 5. Higher scores indicate better outcome.
次要结局
- Playground Observation of Peer Engagement (POPE)(Baseline, 4 months, 8 months, 12 months, 16 months)
- Friendship Survey(Baseline, 4 months, 8 months)
- Teacher Perceptions Measure(Baseline, 4 months, 8 months)
- Acceptability of Intervention Measure (AIM)(Baseline, 4 months, 8 months, 12 months, 16 months)
- Cost Measure(Baseline, 4 months, 8 months, 12 months, 16 months)
- Provider Report of Sustainment Scale (PRESS)(12 months, 16 months)
- School Implementation Leadership Scale (S-ILS)(Baseline, 4 months, 8 months, 12 months, 16 months)
- School Implementation Climate Scale (SICS)(Baseline, 4 months, 8 months, 12 months, 16 months)
- Team Process Survey Measure (TPS)(Baseline, 4 months, 8 months, 12 months, 16 months)
- Quality of Play Questionnaire(Baseline, 4 months, 8 months, 12 months, 16 months)
研究者
Freda Liu
Associate Professor, Department of Psychiatry and Behavioral Sciences
University of Washington