Pilot Trial of the FMF Connect Teacher Companion Website
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 37
- 试验地点
- 1
- 主要终点
- Change in Teaching Efficacy Means From Baseline to 6 Weeks
研究概览
简要总结
The purpose of this study is to find out if the FMF Connect Teacher Companion website is acceptable and usable by teachers. The FMF Connect Teacher Companion website is a website for teachers adapted from the Families Moving Forward (FMF) Program. The FMF Program is an evidence-based intervention for caregivers of children with FASD. The study will determine if the a web page intervention is feasible and acceptable by looking at enrollment and retention of study subjects and acceptability of assessments.
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
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Be an educational professional currently actively employed in a school setting in the United States
- •Be above the age of 18 years old
- •Have direct, consistent contact with a student with a diagnosed fetal alcohol spectrum disorder (FASD) or confirmed prenatal alcohol exposure (PAE) between the ages of 5-12, (i.e. grades K to 5) in a special or general education classroom
- •Have reliable access to the Internet
- •Be able to consent for themselves
排除标准
- •They are unable to read English
- •They do not have direct, consistent contact with a student with a diagnosed FASD between ages 5-12 (e.g., substitute teacher, principal)
研究组 & 干预措施
Website treatment
This arm will receive access to the FMF teacher adapted website.
干预措施: Families Moving Forward (FMF) Teacher adapted training (Behavioral)
delayed treatment control
This arm will get the same intervention as the experimental arm delayed by 6 weeks.
干预措施: Families Moving Forward (FMF) Teacher adapted training (Behavioral)
结局指标
主要结局
Change in Teaching Efficacy Means From Baseline to 6 Weeks
时间窗: baseline to 6 weeks
Teaching efficacy will be measured by the Teaching Efficacy subscale of the Teaching Self-Efficacy Scale. This subscale has 5 items and ranges from 5-30, with higher scores indicating higher perceived teaching efficacy.
Mean Difference in Sensory Seeking Attributions at 6 Weeks
时间窗: 6 weeks
Sensory seeking attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 5 items and scores range from 5-30, with higher scores representing higher endorsement of sensory seeking attributions.
Mean Difference in Sensory Avoiding Attributions at 6 Weeks
时间窗: 6 weeks
Sensory avoiding attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 5 items and scores range from 5-30, with higher scores representing higher endorsement of sensory avoiding attributions.
Mean Difference in Task - Willful Attributions at 6 Weeks
时间窗: 6 weeks
Task - willful attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 3 items and scores range from 3-18, with higher scores representing higher endorsement of task - willful attributions.
Mean Difference in Task - Ability Attributions at 6 Weeks
时间窗: 6 weeks
Task - ability attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 5 items and scores range from 5-30, with higher scores representing higher endorsement of task - ability attributions.
Mean Difference in Disruptive Behavior Attributions at 6 Weeks
时间窗: 6 weeks
Disruptive behavior attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 5 items and scores range from 5-30, with higher scores representing higher endorsement of disruptive behavior attributions.
Mean Subjective Quality of Website (Website Group Only)
时间窗: 6 weeks
Subjective quality will be measured using the Subjective Quality subscale of the Mobile Application Rating Scale - user version. This subscale has 4 items in total. Each item is rated on a scale from 1 to 6 and the total score represents a mean across items, with higher scores indicating higher subjective quality.
Mean Difference in Emotional Support Attributions at 6 Weeks
时间窗: 6 weeks
Emotional support seeking attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 4 items and scores range from 4-24, with higher scores representing higher endorsement of emotional support seeking attributions.
Mean Perceived Impact of Website (Website Group Only)
时间窗: 6 weeks
Perceived impact will be measured using the Perceived Impact subscale of the Mobile Application Rating Scale - user version. This subscale has 5 items in total. Items are rated on a scale from 1 to 6. Total scores represent a mean rating across items, with higher scores indicating higher perceived impact.
Mean Difference in Dysregulated Behavior Attributions at 6 Weeks
时间窗: 6 weeks
Dysregulated behavior attributions will be measured using the "Reasons for Children's Behavior" survey. This subscale has 3 items and scores range from 3-18, with higher scores representing higher endorsement of dysregulated behavior attributions.
Mean Overall Quality of Website (Website Group Only)
时间窗: 6 weeks
Overall quality will be measured using the Mobile Application Rating Scale - user version. Overall quality is a sum of the Engagement, Functionality, Aesthetics, and Information subscales. Each subscale represents a mean of items and ranges from 1 to 6. The overall total quality score is a sum of these scales and ranges from 4 to 24, with higher scores indicating higher overall quality.
Change in Mean Knowledge About FASD From Baseline to 6 Weeks
时间窗: baseline to 6 weeks
Teacher FASD knowledge will be measured using the "Fetal Alcohol Spectrum Disorder (FASD) Knowledge" survey. The survey scores range from 0-33 with higher scores indicating more knowledge about FASD.
Change in Personal Efficacy Mean From Baseline to 6 Weeks
时间窗: baseline to 6 weeks
Personal efficacy will be measured by the Personal Efficacy subscale of the Teaching Self-Efficacy Scale. This subscale has 5 items and ranges from 5-30, with higher scores indicating higher perceived personal efficacy.
次要结局
未报告次要终点
研究者
Christie Petrenko
Professor
University of Rochester