Improving Students' Participation in Daily Living Skills Through Contextual Coaching One-on-one for Special Needs Assistants.
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Disabled Persons
- Sponsor
- Universidad de Zaragoza
- Enrollment
- 17
- Primary Endpoint
- Change in The Canadian Occupational Performance Measure (COPM). Students
- Status
- Completed
- Last Updated
- 5 years ago
Overview
Brief Summary
Special Need Assistants/paraprofessionals serve an essential role in special education to support children with multiple disabilities, but they often lack adequate training and supervision. The study aims to examine the effects of the coaching program for assistants compared to a workshop outside working hours and evaluate the outcomes in students and assistants. The second aim is to measure fidelity implementation of coaching practices and if the intervention was participation-based.
Detailed Description
This study addresses the training needs of assistants to minimize participation barriers of the students. The schools will be assigned to one of two groups: both groups will receive a 10 hours training workshop; only the intervention group will receive coaching one-to-one. The duration and number of coaching sessions will depend on the caregivers' time available, daily routines, and goals. Coaching sessions will be recorded for the assessment of treatment fidelity.
Investigators
Maria Jose López-de-la-Fuente
Occupational Therapist. Departamento de Fisiatría y Enfermería
Universidad de Zaragoza
Eligibility Criteria
Inclusion Criteria
- Not provided
Exclusion Criteria
- Not provided
Outcomes
Primary Outcomes
Change in The Canadian Occupational Performance Measure (COPM). Students
Time Frame: baseline- 3 month after intervention
Caregivers identify activities that are problematic for the child. The caregiver rates the child's performance and satisfaction for each participation goal on a 10-point scale, (1=unable to perform, unsatisfied; 10= performs exceptionally well, extremely satisfied). Differences in scores pre-and post-intervention for both performance and satisfaction are determined independently. A 2-points change in these values is considered clinically meaningful.
Change in Goal Attainment Scaling (GAS). Assistants.
Time Frame: Baseline - 3 month after intervention
Clients identify goals and rate their performance on a 5-point Likert scale ranging from -2 (much less than expected) to +2 (much better than expected). In the baseline, clients can score -1 or -2, and the score "0" is the expected level of success. The 4-point Likert scale is used for quantifying importance (ranging from 0= nothing important to 3= really important) and difficulty (ranging from 0= easy to 3= very difficult). Afterwards, the goal's weight is calculated (importance\*difficulty). A mathematical formula allows computation to T-score with a mean of 50 and a standard deviation of 10.
Secondary Outcomes
- Change in transfer and generalization of learning(19-20 mounths after intervention)
- The Coaching Practices Rating Scale.(12 month after intervention)
- Change in learning. Social validity(6 month)
- Natural Environments Rating Scale (NERS)(12 month after intervention)