STEPS: Stepped Transition in Education Program for Students with ASD

STEPS：针对自闭症谱系障碍学生的教育计划的逐步过渡

• 批准号: 8754941
• 负责人: Susan Williams White
• 金额: $ 22.33万
• 依托单位: VIRGINIA POLYTECHNIC INST AND ST UNIV
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8754941
• 关键词: Adolescent and Young Adult; Adopted; Affect; Behavior; Businesses; Caregivers; Clinical; Consultations; Counseling; Data; Development; Disease; Drops; Education; Educational Curriculum; Ensure; Face; Family; Feedback; Focus Groups; Goals; Human Resources; Impairment; Individual; Informal Social Control; Institution; Intervention; Interview; Manuals; Methodology; Mind; Modification; Nature; Outcome; Parents; Participant; Persons; Phase; Preparation; Process; Program Acceptability; Randomized; Randomized Controlled Trials; Readiness; Research; Secondary Schools; Self Assessment; Self Determination; Self Perception; Services; Site; Site Visit; Structure; Students; Surveys; Technology; Time; Time Management; Training; autism spectrum disorder; base; college; disability; efficacy trial; evidence base; high school; improved; interest; intervention program; novel; programs; public health relevance; satisfaction; skills; social; social integration; success; symposium; tool; university student; user-friendly; young adult

DESCRIPTION (provided by applicant): Young adults who have Autism Spectrum Disorder (ASD) without co-occurring intellectual impairment face a fairly unique set of challenges as they transition out of secondary school. These students are often quite capable of succeeding in higher education and many of them have interest in pursuing advanced degrees, but the nature of their disability and associated deficits (e.g., poor time management and poor self-regulation) may impede success. Individualized, appropriately timed, and developmentally sensitive transition and support services may promote realization of optimal outcomes for these young people. The goal of this project is to develop a comprehensive program to promote successful transition of students with ASD from high school to post-secondary education. We propose to refine and then evaluate a novel transition support and intervention program for adolescents and young adults with ASD: STEPS [Stepped Transition in Education Program for Students with ASD]. By targeting improved self-regulation (SR) and self-determination (SD) in young people with ASD, we assert that this program may have positive outcomes with respective to college adjustment and functional behavior. Although the program will be finalized during the first phase of the proposed project, STEPS is comprised of two levels (or steps), which match the student's particular needs in relation to transition planning. In Step 1, students facing transition (i.e., hve identified the college they will attend [either 2-year or 4-year institution] but are still in high school) and their caregivers will receive information to assist in transition planning, undergo readiness self-assessments to identify degree of preparedness for post-secondary school, and participate in interactive sessions online and in person to promote self-knowledge and determination. In Step 2, college students with ASD will receive fairly intensive supports and interventions, including individual counseling, structured support services, social integration activities, and coaching to promote academic and social success. Successful transition programming for students with ASD will be most effective if developed using a 'bottom up' additive approach, with the students' self-identified needs in mind. We therefore propose a two-phase project, first using a participatory process approach to develop the full program (Phase I) and then implementing the program in a small RCT (Phase II). During Phase I, we will iteratively refine the treatment based on consultation with the expert panel (via bi-weekly conference calls and site visits), and feedback from students with ASD and their families. The purpose of the RCT is to establish feasibility of implementation, acceptability to the end-users, and refine methodology (e.g., recruitment, retention) in preparation for a fully powered efficacy trial. The proposed research and its products (training materials, curriculum; also evidence of feasibility and preliminary efficacy) will help to advance current research and clinical/educational practice. This preliminary study represents the first, necessary step toward an evidence-based, user-friendly, and hopefully highly effective transition program for students with ASD.

描述（由申请人提供）：患有自闭症谱系障碍 (ASD) 但没有同时发生智力障碍的年轻人在中学毕业时面临着一系列相当独特的挑战。这些学生通常很有能力在高等教育中取得成功，其中许多人有兴趣攻读高级学位，但他们的残疾性质和相关缺陷（例如，时间管理不善和自我调节能力差）可能会阻碍成功。个性化、适时且对发展敏感的过渡和支持服务可以促进这些年轻人实现最佳结果。该项目的目标是制定一项综合计划，促进患有自闭症谱系障碍的学生从高中成功过渡到高等教育。我们建议完善并评估一项针对自闭症谱系障碍青少年和年轻人的新型过渡支持和干预计划：STEPS [针对自闭症谱系障碍学生的教育逐步过渡计划]。通过提高患有自闭症谱系障碍的年轻人的自我调节（SR）和自决（SD），我们断言该计划可能会对大学适应和功能行为产生积极的成果。尽管该计划将在拟议项目的第一阶段完成，但 STEPS 由两个级别（或步骤）组成，可满足学生在过渡规划方面的特殊需求。在第 1 步中，面临过渡的学生（即已确定他们将就读的大学 [2 年制或 4 年制院校]，但仍处于高中阶段 学校）及其照顾者将收到信息以协助过渡规划，进行准备情况自我评估，以确定中学后学校的准备程度，并参加在线和面对面的互动会议，以促进自我认识和决心。在第二步中，患有自闭症谱系障碍的大学生将获得相当密集的支持和干预，包括个人咨询、结构化支持服务、社会融合活动以及促进学业和社会成功的辅导。如果使用“自下而上”的附加方法并考虑到学生的自我认同需求，那么为自闭症谱系障碍学生成功的过渡规划将是最有效的。因此，我们提出了一个两阶段的项目，首先使用参与过程方法来开发完整的计划（第一阶段），然后在小型随机对照试验中实施该计划（第二阶段）。在第一阶段，我们将根据与专家小组的协商（通过每两周一次的电话会议和实地考察）以及患有自闭症谱系障碍的学生及其家人的反馈来迭代完善治疗方案。 RCT 的目的是确定实施的可行性、最终用户的可接受性，并完善方法（例如招募、保留），为全面的功效试验做好准备。拟议的研究及其产品（培训材料、课程；以及可行性和初步功效的证据）将有助于推进当前的研究和临床/教育实践。这项初步研究代表了为自闭症谱系障碍学生制定基于证据、用户友好且有望高效的过渡计划的第一步、必要的一步。