Outcomes of Teacher Training on Autism

自闭症教师培训的成果

• 批准号: 6979168
• 负责人: LISA A RUBLE
• 金额: $ 22.05万
• 依托单位: UNIVERSITY OF LOUISVILLE
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-15 至 2008-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6979168
• 关键词: allied health education; autism; behavioral /social science research tag; caregivers; child behavior; child mental health service; child psychology; clinical research; community mental health services; data collection methodology /evaluation; education evaluation /planning; educational resource design /development; health care model; health care policy; health services research tag; human subject; longitudinal human study; mental health education; outcomes research; parent offspring interaction; psychological stressor; questionnaires; schools; teacher; training

DESCRIPTION (provided by applicant): The proposed project is pilot research aimed at developing "novel service delivery models designed to target children with complex, comorbid and/or chronic conditions in school and community-based settings." It is timely and responds to the National Institute of Mental Health PA: PAR-03-078, "From intervention development to services: Exploratory research grants"1 and a concern of the lag between research and practice for children with autism. This gap is significant because of the increasing numbers of children with autism identified by public service agencies and a lack of trained community and school-based personnel. The proposed study will evaluate the effects of an innovative treatment approach for children with autism who participate in community-based public school programs. Guidelines of effective practice and recommendations for research generated by the National Research Council (NRC) in 2001 are incorporated. Caregiver, teacher, and school variables, as well as child effects will be evaluated. The evaluation of this intervention is longitudinal and focuses on important child outcomes over a period of one school year as well as parent/caregiver and teacher outcomes. The aims of this proposal are: (1) To generate pilot data and effect size estimates of the impact of a child-specific consultation approach (COMPASS) vs. "usual" educational program development practice by prospectively following a random sample of 60 children whose teachers received COMPASS and whose teachers did not receive COMPASS, and (2) to generate pilot data of additional factors (school organization, teacher, parent, and child) that may account for variance in teacher, child, and family outcomes.

描述（由申请人提供）：拟议的项目是试点研究，旨在开发“新颖的服务交付模型，旨在针对学校和基于社区的环境中具有复杂，合并和/或慢性病的儿童”。它是及时的，对国家心理健康研究所PA：PAR-03-078回应，“从干预开发到服务：探索性研究补助” 1，以及自闭症儿童的研究与实践之间的滞后关注。由于公共服务机构确定的自闭症儿童数量越来越多，并且缺乏训练有素的社区和基于学校的人员，因此这一差距很大。拟议的研究将评估创新治疗方法对参加社区公立学校计划的自闭症儿童的影响。国家研究委员会（NRC）在2001年生成的有效实践和建议指南已纳入。护理人员，老师和学校变量以及儿童效果将得到评估。对这种干预的评估是纵向的，并重点介绍一个学年的重要儿童成果以及父母/照顾者和教师的成果。该提案的目的是：（1）生成针对儿童特定咨询方法（Compass）与“常规”教育计划发展实践的影响的试验数据和效果大小的估计，前瞻性地跟随60个孩子的随机样本，其教师收到的教师收到的指南针，其老师没有接受Compass，以及（2）对其他因素，教师和教师的差异，并涉及差异，并涉及儿童的差异，并涉及儿童的差异。