Improving Students' Participation in Daily Living Skills Through Contextual Coaching One-on-one for Special Needs Assistants.
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 17
- 主要终点
- Change in The Canadian Occupational Performance Measure (COPM). Students
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Two external assessors will measure the fidelity of the implementation of the intervention.
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- 未提供
排除标准
- 未提供
结局指标
主要结局
Change in The Canadian Occupational Performance Measure (COPM). Students
时间窗: 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.
时间窗: 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.
次要结局
- 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)
研究者
Maria Jose López-de-la-Fuente
Occupational Therapist. Departamento de Fisiatría y Enfermería
Universidad de Zaragoza