RCT of TeachTown in Autism Support Classrooms: Innovation and Exnovation

TeachTown 自闭症支持课堂随机对照试验：创新与开拓

• 批准号: 9242701
• 负责人: David S Mandell
• 金额: $ 69.21万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9242701
• 关键词: Address; Administrator; Adoption; Affect; Area; Attitude; Autistic Disorder; Child; Climate; Collaborations; Communities; Computer Assisted; Computer software; Data; Development; Diagnosis; Effectiveness; Equipment and supply inventories; Evidence based intervention; Evidence based practice; Future Teacher; Hybrids; Ice; Instruction; Intervention; Interview; Licensing; Measures; Mediating; Motivation; Nature; Outcome; Parents; Philadelphia; Randomized; Randomized Controlled Trials; Request for Applications; Research; Research Infrastructure; Resources; Rewards; Sampling; Schools; Self Efficacy; Students; Surveys; System; Teacher Professional Development; Technology; Time; Training; community setting; computerized; design; evidence base; expectation; implementation science; innovation; interest; kindergarten; new technology; novel; programs; prospective; public health relevance; school district; second grade; skills; teacher; therapy design; uptake; urban school

 DESCRIPTION (provided by applicant): This study comprises a randomized controlled trial to examine 1) the effectiveness of TeachTown: Basics, one of the only evidence-based computer-assisted intervention (CAI) packages for students with autism; 2) the extent to which teachers implement TeachTown the way it was designed; 3) the effects of its use on other evidence-based practices; and 4) organizational and teacher variables that mediate changes in the use of evidence-based practices when TeachTown is introduced. While there has been a rush to take advantage of CAI, there is little research on whether it will result in better outcomes for student with autism, and be feasible or sustainable in community settings. While CAI has the potential to increase instructional time for students with autism, it may result instead in teachers reducing their use of other evidence-based practices, including the amount of interpersonal (as opposed to computer) instruction students receive. While the related constructs of exnovation, de-implementation and de-adoption have been used to describe this phenomenon for more than 30 years, they rarely have been systematically studied. The proposed study takes advantage of an ongoing rollout of TeachTown in the School District of Philadelphia. TeachTown includes a computerized instruction component, combined with offline, interpersonal instruction between the student and teacher. It is not known whether public schools have the resources to implement programs like this, regardless of their efficacy, or whether or how teachers will incorporate them into the instructional day. An especially important question is whether existing evidence-based practices are exnovated as TeachTown is implemented. To address these questions, we rely on our longstanding collaboration with the School District of Philadelphia, the 8th largest school district in the US. At the beginning of the school year, we will inventory relevant technology and observe how it is used in the District's 83 kindergarten-through-second-grade autism support classrooms. We also will survey teachers and school administrators about expectations, support and rewards for using these technologies and attitudes, norms and self-efficacy regarding the use of these technologies. We then will use a waitlist-control randomized design to examine TeachTown's effects on student outcomes and use of other practices. We will unpack the impact of the implementation of TeachTown on existing evidence-based practices using direct observation and through qualitative interviews. The waitlist design allows the district to roll out the intervention to all classrooms, which is their intent. It also allows s to increase our sample to study moderators of sustainment of existing EBPs when a new technology is introduced. The proposed study would be one of the first to examine longitudinally the uptake of new technology for children with ASD in school settings, and the first to address use of CAI. Successful completion of this study will identify malleable targets for intervention to increase the use of CAI, should that appear warranted, while sustaining existing EBPs for children with autism in community settings.

 描述（由申请人提供）：本研究包括一项随机对照试验，旨在检验 1) TeachTown: Basics 的有效性，它是针对自闭症学生的唯一循证计算机辅助干预 (CAI) 方案之一；2) 的程度；哪些教师按照设计方式实施 TeachTown；3）其使用对其他循证实践的影响；以及 4）在 TeachTown 实施时调节循证实践使用变化的组织和教师变量；虽然人们急于利用 CAI，但很少有研究表明它是否会给自闭症学生带来更好的结果，并且在社区环境中是否可行或可持续。对于患有自闭症的学生，这可能会导致教师减少对其他基于证据的实践的使用，包括学生接受的人际（而不是计算机）指导的数量，而相关的挖掘、去实施和去采用的结构已经减少。更多地被用来描述这种现象30 多年来，这项研究利用了费城学区不断推出的 TeachTown 技术，其中包括计算机化教学部分，以及学生和教师之间的离线人际教学。不知道公立学校是否有资源来实施此类计划，无论其效果如何，也不知道教师是否或如何将其纳入教学日。一个特别重要的问题是，在实施 TeachTown 时，现有的基于证据的实践是否会得到创新。致地址这些问题，我们依靠与美国第8大学区费城学区的长期合作，在学年开始时，我们会盘点相关技术，观察该学区的83所幼儿园如何使用——我们还将调查教师和学校管理人员对使用这些技术的期望、支持和奖励，以及有关使用这些技术的态度、规范和自我效能。随机设计来检查TeachTown 对学生成绩和其他实践的影响 我们将通过直接观察和定性访谈来分析 TeachTown 的实施对现有循证实践的影响。这也是他们的目的，它还允许增加我们的样本，以研究引入新技术时维持现有 EBP 的调节因素。拟议的研究将是第一个纵向研究儿童对新技术的采用情况的研究。学校环境中的自闭症谱系障碍（ASD），以及第一个解决 CAI 使用问题的研究，将确定可塑性的干预目标。 如果有必要的话，增加 CAI 的使用，同时维持社区环境中针对自闭症儿童的现有 EBP。