COMPASS Across Settings (CAST) for Integrating School, Home, and Community Services and Improving Transition Outcomes for Students With ASD
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 297
- 试验地点
- 2
- 主要终点
- Goal Attainment of IEP progress (Ruble et al., 2012; 2018).
研究概览
简要总结
Purpose: The purpose of this project is to develop and test the COMPASS [Collaborative Model for Competence and Success] Across Settings (CAST) intervention to enhance the goal setting and attainment skills of autistic youth. Despite federal education law mandating transition services as part of the Individualized Education Program (IEP) for ensuring good outcomes for students with disabilities, current educational practices have been unable to demonstrate that autistic students experience positive postsecondary outcomes. There are existing, evidence-based interventions aimed at supporting positive outcomes for these students. However, these interventions have not systematically provided coaching support to the caregivers, students, and employment specialists. To address these issues, CAST will integrate three evidence-based interventions for supporting student transitions while providing this critical coaching support. By doing so, CAST aims to align the priorities and goals of interventions across home, school, and community settings to better support positive postsecondary outcomes for autistic students.
详细描述
Project Activities: The research team will use an iterative approach for integrating the three interventions into CAST, obtaining feedback from focus groups and stakeholder members along the way, and running a field trial after development. The research team will then conduct a randomized controlled trial (RCT) of CAST to examine postsecondary outcomes at both 3 months and 1 year after high school. Social network analysis will be used to understand the integration of services and a cost analysis will be conducted.
Products: This project will result in a fully developed intervention, CAST, for improving IEP and postsecondary outcomes of autistic students. The project will also result in peer-reviewed publications, information on the costs of CAST implementation, an updated intervention manual with fidelity checklists, and other dissemination products aimed at stakeholders.
STRUCTURED ABSTRACT
Setting: This project will take place in public high schools in Indiana.
Sample: Approximately 38 administrators, special education teachers, caregivers, pre-employment transition specialists, and autistic youth will participate in focus groups and interviews in the first year. The field test in year 2 will include five autistic youth and their parents, five classroom special education teachers, and five employment transition specialists. Approximately 140 participants (40 autistic youth and young adults, 40 caregivers, 40 special education teachers, and 20 pre-employment specialists who serve autistic youth) will participate in the pilot RCT in year 3.
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)
盲法说明
Independent observer evaluating goal attainment outcomes
入排标准
- 年龄范围
- 16 Years 至 99 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Students with verified autism and IEPs that designate services for autism
- •Caregivers of students with autism
- •Special education teachers of students with autism
- •Pre-employment specialists of students with autism
排除标准
- •Not planning to move or leave their job over the school year
结局指标
主要结局
Goal Attainment of IEP progress (Ruble et al., 2012; 2018).
时间窗: Outcomes are assessed at the end of the school year (9 months from start of intervention)
Goal attainment is assessed using psychometric equivalence goal attainment scaling (PET-GAS). Each goal attainment scale used a five-point rating scale: - 2 = student's present levels of performance, - 1 = progress, 0 = expected level of outcome by the end of the school year, +1 = somewhat more than expected, +2 = much more than expected. Half-scores were allowed when raters observed skill levels between two benchmarks. A score of zero represented improvement consistent with the actual description of the written IEP objective. PET-GAS pre- and post-treatment ratings are based on video demonstrations, work samples, and/or data collected by the teacher, caregiver, and/or job coach. In a prior study, two coders independently coded 65% of the goals at baseline and three coders independently rated 35% at final evaluation. Interrater agreement was .94 at baseline and .86 at final evaluation.
Attainment of Postsecondary Goals (Ruble et al., 2019)
时间窗: Once a year (3 months following school graduation)
Postsecondary outcomes will be assessed by parent report of attainment in goals (such as enrolling in a training or college program and living independently; Ruble et al., 2019). IEP goal progress is based on a Likert-type scale questionnaire. Parents are asked to think of where the student was at the beginning of the school year with the specific skill (goal) and rate how much progress has been made to date using a five-point scale (1 'none at all' to 5 'a great deal') for each of the three monitored IEP goals. Because CAST prioritizes the development of goals that represent the pivotal areas of instruction for students with autism-social, communication, and learning/work behavior skills, similar goal domains are selected for the control group students for end of the year progress. In a prior study (Ruble et al., 2019), informants' judgments of goal progress were internally consistent across the three goals (alpha) for the parent measure (α = .81) and the teacher measure (α = .69).
次要结局
- Organizational Connectedness(At 2 time points; start of the intervention and at the end of the intervention (over a 9 month period or school year))
- Fidelity Assessment of Initial CAST consultation (Ruble et al., 2018)(One time after the initial consultation (within 2 months of the start of the school year).)
- Fidelity Assessment of CAST Coaching (Ruble et al., 2018)(At each coaching session (four timepoints) from fall through spring of school year (about every 4-6 weeks following the initial consulation))
- Transition Plan Quality (Ruble et al., 2019)(Once per year; at the end of the school year)