A Mixed-methods Evaluation of the Implementation of a Teacher Classroom Program to Support Preschool Children With Autism or Developmental Problems: A Feasibility Randomized Controlled Pilot Trial
试验速览
- 阶段
- 不适用
- 状态
- 进行中（未招募）
- 入组人数
- 40
- 试验地点
- 2
- 主要终点
- Percentage of teachers engaging with and finishing the program
研究概览
简要总结
The Incredible Years® "Helping Preschool Children with Autism" (IY-HPCA) program is designed for teachers of children aged 2 to 5 years who have students with autism in their classrooms. The program provides tools to support children with autism.
The primary aim of this pilot study is to examine the feasibility of implementing the IY-HPCA intervention among teachers of preschool children (typically aged 2 to 5 years) working in mainstream schools. Specifically, the study aims to assess teachers' engagement, acceptability, and satisfaction with the program. Secondarily, it aims to gather preliminary evidence on the program's effectiveness in improving teachers' use of strategies, teacher self-efficacy, and in reducing burnout.
An exploratory randomized controlled pilot trial will be conducted. Approximately 40 teachers will be recruited, and they will be randomly assigned to either an intervention or control group.
The intervention consists of six weekly sessions lasting 3 hours each, delivered by clinical psychologists and child psychiatrists specialized in developmental disorders at Hospital Sant Joan de Déu, in Barcelona. Two intervention face-to-face groups will be conducted at Hospital Sant Joan de Déu.
Feasibility outcomes include program attendance, acceptability, and satisfaction (assessed using the Incredible Years Teacher Workshop Evaluations and the Teacher Satisfaction Questionnaire), as well as fidelity to the intervention delivery (measured with the Leader Checklist). After the intervention, individual interviews with teachers and group leaders will qualitatively assess satisfaction and experiences with the program.
Secondary (effectiveness) outcomes include teachers' use of strategies (Teacher Strategies Questionnaire for Children with Autism), self-efficacy (Teacher Sense of Efficacy Scale), and burnout (Maslach Burnout Inventory-Educators Survey).
This study will provide pioneering insights into the implementation of this program within the public mental health and education systems in Spain. This will allow the potential implementation of a wider randomized controlled trial in the future at a larger scale.
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
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Teachers working at mainstream schools near the catchment area of Hospital Sant Joan de Déu Barcelona.
- •Teachers working at mainstream schools with specific programs for children with special needs.
- •Teachers of pre-school children.
- •Teachers willing to participate in the study and signing the inform consent.
排除标准
- •- Teachers working at special education centers instead of mainstream schools.
结局指标
主要结局
Percentage of teachers engaging with and finishing the program
时间窗: Attendance sheet completed weekly throughout the intervention (6 weeks total)
Teachers' attendance at the sessions will be regeristered weekly with a sheet of attendance, with the aim to determine levels of compliance and engagement with the intervention. An attendance of at least 4/6 sessions is expected, with a minimum of 50% of teachers finishing the program.
Compliance and satisfaction throughout the study (Incredible Years Teacher Weekly Evaluations)
时间窗: Questionnaire administered to the intervention group weekly throughout the intervention (6 weeks total)
Teachers' compliance and satisfaction with the intervention will be assessed weekly after each session with the questionnaire "Incredible Years Teacher Weekly Evaluations", which is part of the IY-HPCA® program materials. This weekly assessment asks teachers to rate their satisfaction with different aspects of the program.
Teachers' acceptability and satisfaction with the program (evaluated with the Final Participant Satisfaction Questionnaire)
时间窗: Administered to the intervention group at intervention completion (approximately 6 weeks after baseline)
Teachers' acceptability and satisfaction with the program will be assessed with the Final Participant Satisfaction Questionnaire-Helping Preschool Children with Autism Program (included within the IY-HPCA® program). Data will be collected after the last session of the intervention.
Teachers' overall experiences with the program (evaluated with individual interviews)
时间窗: Interviews to the participants of the intervention group at intervention completion (approximately 6 weeks after baseline)
Individual interviews will be conducted after the last session of the intervention to explore from a qualitative perspective: (1) teachers' acceptability, satisfaction and overall experience and perceptions of the intervention, and (2) teachers' perceived changes in their skills after the intervention. Outcome measurements 3 and 4 will be combined to determine teachers' experiences, acceptability and satisfaction with the program.
Group leaders' fidelity with the program (evaluated with the Leader Checklist)
时间窗: Leader Checklist completed weekly throughout the intervention (6 weeks total)
Fidelity with the program will be assessed weekly after each session with the "Leader Checklist", which is part of the IY-HPCA® program materials. Group leaders (clinicians) will complete the Leader Checklist.
Clinicians' experiences with the intervention delivered (evaluated with individual interviews)
时间窗: Interviews to clinicians at intervention completion (approximately 6 weeks after baseline)
Individual interviews will be conducted after the last session with clinicians who delivered the intervention.
次要结局
- Changes from baseline to post-intervention in Teacher Strategies Questionnaire for Children with Autism (TSQ-A)(Administered to the intervention and control group at baseline (prior to programme initiation) and after the intervention (approximately 6 weeks after baseline))
- Changes from baseline to post-intervention in Teacher Sense of Efficacy Scale-Long Version(Administered to the intervention and control group at baseline (prior to programme initiation) and after the intervention (approximately 6 weeks after baseline))
- Changes from baseline to post-intervention in Maslach Burnout Inventory-Educators Survey(Administered to the intervention and control group at baseline (prior to programme initiation) and after the intervention (approximately 6 weeks after baseline))