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

基本信息

批准号：
9125901
负责人：
Susan Williams White
金额：
$ 22.1万
依托单位：
VIRGINIA POLYTECHNIC INST AND ST UNIV
依托单位国家：
美国
项目类别：
财政年份：
2014
资助国家：
美国
起止时间：
2014-09-01 至 2018-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/9125901
关键词：
Adolescent and Young Adult Adopted Affect Behavior Businesses Caregivers Clinical Consultations Counseling Data Development Disease Drops Education Educational Curriculum Educational Models Ensure Face Family Feedback Focus Groups Goals Health 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 higher education improved interest intervention program novel programs satisfaction skills social social integration success symposium tool university student user-friendly young adult

项目摘要

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）的年轻人而没有同时发生的智力障碍，因为他们从中学过渡时面临着相当独特的挑战。这些学生通常有能力成功地接受高等教育，其中许多学生对追求高级学位有兴趣，但是他们的残疾和相关缺陷的性质（例如，时间管理差和自我调节差）可能会阻碍成功。个性化的，适当的时间和发育敏感的过渡和支持服务可能会促进这些年轻人的最佳结果。该项目的目的是制定一项全面的计划，以促进ASD从高中到大专教育的学生成功过渡。我们建议改进，然后评估针对ASD：步骤的青少年和年轻人的新型过渡支持和干预计划[[为ASD的学生提供教育阶梯过渡计划]。通过针对ASD年轻人的改善自我调节（SR）和自决（SD）（SD），我们断言该计划在大学的调整和功能行为方面可能会产生积极的结果。尽管该计划将在拟议项目的第一阶段完成，但步骤由两个级别（或步骤）组成，这些级别符合学生与过渡计划相关的特定需求。在步骤1中，面临过渡的学生（即，HVE确定了他们将就读的大学[2年或4年的机构]，但仍处于高处学校）及其护理人员将收到信息，以协助过渡计划，进行准备自我评估，以确定上学后学校的准备程度，并在线参加互动会议，并亲自促进自我知识和决心。在步骤2中，拥有ASD的大学生将获得相当密集的支持和干预措施，包括个人咨询，结构化支持服务，社会融合活动以及促进学术和社会成功的教练。如果使用“自下而上”的添加剂方法开发，为ASD学生提供成功的过渡节目将是最有效的，考虑到学生的自我确定需求。因此，我们提出了一个两阶段项目，首先使用参与过程方法来开发完整程序（I阶段），然后在小型RCT（II阶段）中实施该程序。在第一阶段，我们将根据与专家小组的磋商（通过每两周一次的电话会议和现场访问）以及来自ASD及其家人的学生的反馈来迭代改进治疗方法。 RCT的目的是建立实施，最终用户的可接受性以及完善方法（例如，招聘，保留）的可行性，以准备一项完全动力的功效试验。拟议的研究及其产品（培训材料，课程；还具有可行性和初步疗效的证据）将有助于提高当前的研究和临床/教育实践。这项初步研究代表了朝着基于证据的，用户友好且希望非常有效的过渡计划的第一个必要步骤，适用于ASD的学生。

项目成果

期刊论文数量（12）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder.

DOI：
10.1007/s10803-017-3236-8
发表时间：
2017-10
期刊：
Journal of autism and developmental disorders
影响因子：
3.9
作者：
White SW;Elias R;Capriola-Hall NN;Smith IC;Conner CM;Asselin SB;Howlin P;Getzel EE;Mazefsky CA
通讯作者：
Mazefsky CA

Educator perspectives on the postsecondary transition difficulties of students with autism.