Validation of an Implementation Strategy of COMPASS for School Trainers of Children with Autism

针对自闭症儿童学校培训师的 COMPASS 实施策略的验证

• 批准号: 9371922
• 负责人: LISA A RUBLE
• 金额: $ 24.76万
• 依托单位: UNIVERSITY OF KENTUCKY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2020-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9371922
• 关键词: Address; Adherence; Administrator; Adoption; Assessment tool; Autistic Disorder; Behavior; Caring; Child; Competence; Consult; Consultations; Decision Making; Development; Educational process of instructing; Effectiveness; Evidence based intervention; Evidence based treatment; Feedback; Fibrinogen; Funding; Goals; Grant; Hour; Hybrids; Institute of Medicine (U.S.); Intervention; Knowledge; Length; Maintenance; Manuals; Measures; Methods; Modeling; Monitor; Monograph; Outcome; Parents; Protocols documentation; Psychometrics; Publishing; Randomized Controlled Trials; Recommendation; Research; Rest; Rural; Schools; Services; Technology; Testing; Therapeutic Intervention; Time; Training; Translations; United States National Institutes of Health; Use Effectiveness; Validation; Videoconferencing; autism spectrum disorder; base; combat; community setting; design; effectiveness research; effectiveness trial; evidence base; implementation science; implementation trial; improved; intervention effect; programs; research to practice; rural underserved; satisfaction; social; success; teacher; uptake; urban underserved; usability

Project Summary/Abstract We seek to conduct a pilot effectiveness trial within an implementation trial for improving educational outcomes of children with autism spectrum disorder (ASD). Modeled after a Hybrid Trial Type 2 design [1], our study aims to (a) to create a valid, and locally adapted implementation training strategy leveraging the mechanisms underlying the intervention effects and delivered in priority educational settings located in urban and underserved rural contexts while also (b) considering implementation and maintenance factors impacting training, sensitivity to mechanisms, and adoption/uptake of COMPASS. The study addresses a significant research-to-practice gap that less than 10% of educational strategies for children with ASD are based on evidence [2, 3]. Importantly, consultation methods have a multiplier effect in the efficient and broad dissemination of best practices. This proposal responds to recommendations from the Interagency Autism Coordinating Committee for studies that utilize “implementation science to test methods to improve implementation of evidence-based treatments (p.41)” and develop and evaluate “quality measures to help monitor progress in improving care and outcomes for people with ASD (p.41) [4].” Our approach aligns with recommendations from the Institute of Medicine framework for establishing evidence based standards [5] and the goals of this RFA for effectiveness research on therapeutic interventions with previously demonstrated efficacy for use in community settings. The proposed study builds on two completed NIH funded randomized controlled studies (RCTs) [6, 7], a recently published treatment manual [8] and a monograph-length scientific review [9]. The RCTs provided strong support for the efficacy of consulting delivered by the research team to assist public school special educators and parents via face-to-face interactions and through videoconferencing technology [10]. High quality ecological assessments, research-informed goal development, and guided decision-making for individualizing evidence-based interventions for children with ASD are accomplished using the consultation intervention, the Collaborative Model for Promoting Competence and Success (COMPASS) [8]. COMPASS consists of an initial parent-teacher session (3 hours) occurring near the start of the school year, followed by four 1-hour teacher coaching sessions evenly spaced through the rest of the school year. COMPASS assists in creating (1) individualized educationally appropriate, well-constructed, psychometrically- sensitive goals and (2) effective educational plans to meet the goals. Goals and teaching plans take into account the personalized context within which the evidence based interventions will be delivered. The objectives of the current proposal are to evaluate the effectiveness of training local consultants/trainers, including how well the training engages the mechanisms of change (e.g., fidelity) that have been identified and replicated in two RCTs [6,7]. The long-term goal is to improve the quality of services and overall functional and social outcomes of children with ASD when COMPASS is delivered by practitioners. Our aims are framed with the Replicating Effective Programs (REP) [11] Framework for implementation in community settings.

项目摘要/摘要 我们寻求在实施试验中进行试验有效性试验，以改善教育成果 自闭症谱系障碍（ASD）的儿童。以混合试验2型设计[1]建模，我们的研究目的是 （a）创建有效的，本地改编的实施培训策略，利用机制 干预效果的基础，并在Urban和 服务不足的农村环境，同时（b）考虑实施和维护因素影响 培训，对机制的敏感性以及指南针的采用/吸收。该研究解决了重要的 练习差距不到10％的ASD儿童教育策略是基于 证据[2，3]。重要的是，咨询方法在有效而广泛的 传播最佳实践。该提案回应对机构间自闭症的建议 协调研究委员会，该委员会利用“实施科学来测试方法来改进 实施基于证据的治疗（第41页）”并制定和评估“质量措施以帮助 监控ASD患者改善护理和成果的进展（第41页）[4]。“我们的方法与 医学研究所框架的建议建立基于证据的标准[5]和 该RFA的目标是对先前证明的热干预措施的有效研究 在社区环境中使用的效率。拟议的研究建立在两个完整的NIH资助的随机资助的基础上 对照研究（RCT）[6，7]，最近出版的治疗手册[8]和专着的科学 评论[9]。 RCT为研究团队提供的咨询效率提供了大力支持 通过面对面的互动和视频会议协助公立学校的特殊教育者和父母 技术[10]。高质量的生态评估，研究知识的目标发展和指导 使用针对ASD儿童个性化基于证据的干预措施的决策 咨询干预措施，促进能力和成功的协作模型（指南针） [8]。指南针包括在学校开始附近发生的最初的家长会议（3小时） 一年，随后在整个学年剩下的时间里，四个1小时的教师教练课程都均匀地分布。 指南针协助创建（1）个性化的教育适当，结构良好的，心理的 - 敏感目标和（2）实现目标的有效教育计划。目标和教学计划涉及 说明将提供基于证据的干预措施的个性化上下文。这 当前建议的目标是评估培训当地顾问/培训师的有效性， 包括培训与已确定的变化机制（例如，忠诚度）的能力以及 在两个RCT中复制[6,7]。长期目标是提高服务质量和整体功能，以及 当从业者提供指南针时，患有ASD儿童的社会成果。我们的目标与 复制有效程序（REP）[11]在社区环境中实施的框架。