A Randomized Trial of the STAR Program for Children with Autism Spectrum Disorder

针对自闭症谱系障碍儿童的 STAR 计划随机试验

基本信息

批准号：
7645602
负责人：
David S Mandell
金额：
$ 65.12万
依托单位：
UNIVERSITY OF PENNSYLVANIA
依托单位国家：
美国
项目类别：
财政年份：
2008
资助国家：
美国
起止时间：
2008-07-01 至 2011-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7645602
关键词：
Address Age Autistic Disorder Behavior Child Clinical Communication Country Data Decision Making Development Education Educational Curriculum Educational process of instructing Effectiveness Family Characteristics Funding Housing Impairment Individual Intervention Intervention Studies Knowledge Language Life Measures Methods Occupations Outcome Outcomes Research Philadelphia Pilot Projects Policies Population Prevalence Protocols documentation Publishing Randomized Randomized Controlled Clinical Trials Readiness Reporting Research Research Design Research Training Role Schools Socialization Stress Structure Students Symptoms System Techniques Time Training Translations autism spectrum disorder base elementary school evidence base experience functional outcomes kindergarten pressure programs public education second grade skills social skills standard of care teacher

项目摘要

DESCRIPTION (provided by applicant): This application, A Randomized Trial of the STAR Program for Children with Autism Spectrum Disorders, capitalizes on the impending implementation of STAR (Strategies for Teaching Based on Autism Research) in the School District of Philadelphia and seeks support to conduct a randomized controlled field trial of this classroom-based program. The primary aims are to examine the effects of STAR versus the comparison condition on academic progress and impairments associated with ASD. We will assess changes, over the course of an academic year, in: 1. School readiness, with a focus on pre-academic skills; 2. Communication, including use of expressive and receptive language; 3. Socialization and social skills; and 4. Adaptive and challenging behaviors. The secondary aims are to examine the potentially moderating role between STAR and these outcomes of: 1. Children's symptoms and chronological and developmental age at baseline; 2. Teacher effects, specifically fidelity of program implementation and training and experience; 3. Other interventions received prior to and concurrent with the study period; and 4. Family characteristics. The Philadelphia School District plans to use STAR for the approximately 330 children in 42 kindergarten- through-2nd grade autism support classrooms starting in September 2008. If this proposal is funded, the district will randomize teachers and aides in half of these classrooms to STAR training and delay training the other half until 2009. Teachers in the latter group will receive training of equal intensity in Structured Teaching, the district's current standard of care. Measures will be taken at the beginning, middle and end of the academic year. Child measures will address academic progress, communication, socialization and behavior, clinical presentation and use of other interventions. Teacher measures will include knowledge, experience, and job-related stress. We will assess program fidelity through independent observations. Findings from the proposed study would provide timely and critical evidence regarding the implementation and effectiveness of one promising practice, with direct relevance to translation of findings into practice and policy.

描述（由申请人提供）：本申请是针对自闭症谱系障碍儿童的 STAR 计划的随机试验，利用了费城学区即将实施的 STAR（基于自闭症研究的教学策略），并寻求支持对这个基于课堂的项目进行随机对照现场试验。主要目的是检查 STAR 与比较条件对学业进步和与 ASD 相关的损害的影响。我们将评估一个学年中以下方面的变化： 1. 入学准备，重点关注学前技能； 2. 沟通，包括使用表达性和接受性语言； 3. 社交和社交技能； 4. 适应性和挑战性行为。第二个目的是检查 STAR 与以下结果之间的潜在调节作用： 1. 儿童的症状以及基线时的实际年龄和发育年龄； 2. 教师效果，特别是项目实施和培训的保真度以及经验； 3. 研究之前和研究期间接受的其他干预措施； 4. 家庭特征。费城学区计划从 2008 年 9 月开始，为 42 个幼儿园至二年级自闭症支持教室的约 330 名儿童使用 STAR。如果该提案获得资助，该学区将随机分配其中一半教室的教师和助教来接受 STAR 培训将另一半的培训推迟到 2009 年。后一组教师将接受同等强度的结构化教学培训，这是学区目前的护理标准。措施将在学年开始、中期和结束时采取。儿童措施将涉及学业进步、沟通、社交和行为、临床表现和其他干预措施的使用。教师衡量标准将包括知识、经验和与工作相关的压力。我们将通过独立观察来评估程序的保真度。拟议研究的结果将为一项有希望的实践的实施和有效性提供及时和关键的证据，与将研究结果转化为实践和政策直接相关。

项目成果

期刊论文数量（15）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Concerns of parents and teachers of children with autism in elementary school.

DOI：
10.1177/1362361315588199
发表时间：
2016-05
期刊：
Autism : the international journal of research and practice
影响因子：
0
作者：
Azad G;Mandell DS
通讯作者：
Mandell DS

Implementation challenges in translating pivotal response training into community settings.

DOI：
10.1007/s10803-013-1826-7
发表时间：
2013-12-01
期刊：
Journal of autism and developmental disorders
影响因子：
3.9
作者：
Suhrheinrich, Jessica;Stahmer, Aubyn C;Mandell, David
通讯作者：
Mandell, David

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools.

对学校自闭症儿童的社交技能干预的基于实践的模型与基于研究的模型进行比较。

DOI：
10.1016/j.rasd.2019.02.002
发表时间：
2019
期刊：
Research in autism spectrum disorders
影响因子：
2.5
作者：
Locke,Jill;Rotheram-Fuller,Erin;Harker,Colleen;Kasari,Connie;Mandell,DavidS
通讯作者：
Mandell,DavidS

All Together Now: Measuring Staff Cohesion in Special Education Classrooms.

现在一起：衡量特殊教育教室员工的凝聚力。

DOI：
10.1177/0734282914554853
发表时间：
2015
期刊：
Journal of psychoeducational assessment
影响因子：
1.7
作者：
Kratz,HilaryE;Locke,Jill;Piotrowski,Zinnia;Ouellette,RachelR;Xie,Ming;Stahmer,AubynC;Mandell,DavidS
通讯作者：
Mandell,DavidS

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention.