Development and Pilot Testing of the Students With Autism Accessing General Education (SAAGE) Model
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 72
- 试验地点
- 1
- 主要终点
- Mean change in student function as measured by the Developmental Disability-Clinical Global Assessment Scale
研究概览
简要总结
Study personnel will use evidence based behavioral skills training procedures to coach educators to implement modules designed to increase the quality of educational services and access to inclusive settings in elementary school for students with Autism Spectrum Disorder.
详细描述
This project brings together the expertise of investigators at three centers to develop and conduct a pilot test of a new comprehensive intervention to increase the quality of educational services and access to inclusive settings for students with autism spectrum disorder (ASD) in elementary school (kindergarten through 5th grade). The intervention model, Students with Autism Accessing General Education (SAAGE), integrates evidence-based strategies to teach skills to students with ASD in schools, best practices derived from this literature by the project investigators, a recent guidebook written by the principal investigator, and research on collaboration with community providers such as school teams to implement interventions efficaciously and sustainably. SAAGE begins with strategies to help a school form a cohesive team to oversee implementation of the model in the school. For each student, SAAGE uses a modular approach for identifying goals for a student, selecting appropriate teaching strategies, and systematically monitoring progress and trouble-shooting. The modules center on core and associated features of ASD. Study personnel will use well established behavioral skills training procedures to coach educators to implement the modules.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Children subjects:
- •Are enrolled in school grades kindergarten through 5th
- •Have an IEP educational classification of Autism, confirmed by the Autism Diagnostic Observation Schedule, Second Edition, and DSM-5 checklist
- •No planned changes in school placement or core team members during the school year of participation
- •Adult subjects (teachers, para educators):
- •Instructional personnel who currently support a participating child with ASD at school (e.g., teacher, instructional assistant, speech pathologist, occupational therapist)
- •Letter from instructional personnel's district or school indicating agreement to take part in the research project
排除标准
- •Children subjects • Diagnosis of (1) genetic disorders such as Fragile X, Down syndrome, or tuberous sclerosis; 2) profound vision or hearing loss; or (3) motor disabilities such as cerebral palsy (these multiple disabilities would prevent standard implementation of the intervention protocol).
- •Adult subjects
- •Instructional personnel whose written consent was not obtained
研究组 & 干预措施
Intervention
Students with Autism Accessing General Education (SAAGE). Teaching staff work with a study team coach to identify areas of concern for individual students, create goals and implement a modular behavioral intervention using an active teaching/feedback loop model.
干预措施: Students with Autism Accessing General Education (Behavioral)
Enhanced Services As Usual
Teaching staff access in-service training sessions hosted by study team and are provided with print materials from which the modules for the active intervention were created.
干预措施: Enhanced Services As Usual (Other)
结局指标
主要结局
Mean change in student function as measured by the Developmental Disability-Clinical Global Assessment Scale
时间窗: baseline to end of school year (approx. 9 months)
The Developmental Disability-Clinical Global Assessment Scale ranges from 1-100 with 100 indicating superior functioning. It assesses student function in a classroom setting.
次要结局
- Mean change in social communication and interaction as rated by child's teacher using the 30 item Social Skills Subscale of the Social Skills Improvement System(baseline to end of school year (approx. 9 months))
- Social skills and behavior regulation(baseline to end of school year (approx. 9 months))
- Class placement(baseline to end of school year (approx. 9 months))
- Mean change in restricted and repetitive behavior as measured by the Children's Yale-Brown Obsessive-Compulsive Scales - PDD(baseline to end of school year (approx. 9 months))
- Change in on-task behavior during instruction(baseline to end of school year (approx. 9 months))
- Change in teacher-nominated target behaviors(baseline to end of school year (approx. 9 months))
- School-related adaptive functioning(baseline to end of school year (approx. 9 months))
研究者
Suzannah Iadarola
Assistant Professor
University of Rochester