Community-viable Family-school Partnership Intervention for Children with Social-communication Deficits in Early Childhood Education

对幼儿教育中存在社交沟通缺陷的儿童进行社区可行的家校合作干预

• 批准号: 10896806
• 负责人: Michael Siller
• 金额: $ 43.55万
• 依托单位: UNIVERSITY OF NORTH TEXAS
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10896806
• 关键词: Address; Administrator; Award; Behavior Therapy; Behavioral; Benchmarking; Characteristics; Child; Child Care; Child Support; Clinical; Collaborations; Communities; Data; Data Collection; Development; Developmental Delay Disorders; Developmental Disabilities; Early Intervention; Education; Educational Intervention; Educational Models; Elements; Enrollment; Evidence based practice; Failure; Family; Feedback; Focus Groups; Funding; Head Start Program; Hybrids; Individual; Instruction; Intervention; Interview; Lead; Learning; Measures; Mediating; Mental Health; Methods; Modeling; Nursery Schools; Outcome; Parents; Phase; Preparation; Preventive; Privatization; Problem behavior; Procedures; Process; Questionnaires; Readiness; Research; Risk; Sampling; Schools; Services; Site; Special Education; Specialist; Structure; Surveys; System; Testing; Toddler; Training; Underserved Population; Variant; Vocabulary; aged; autism spectrum disorder; barrier to care; community setting; early childhood; effectiveness evaluation; evidence base; feasibility research; field study; high risk; implementation fidelity; implementation framework; implementation measures; intervention delivery; kindergarten; learning outcome; literacy; pre-clinical; prevent; programs; randomized trial; recruit; satisfaction; skills; social communication; teacher

PROJECT SUMMARY Strategies for creating and maintaining reciprocal partnerships between teachers and parents are considered essential elements of developmentally appropriate practice in early childhood education (ECE). Particularly for children who are high-risk for behavioral, developmental, or mental health problems, effective partnerships between family and preschool are essential for promoting optimal classroom participation and learning outcomes. The current feasibility research uses an established implementation science framework to adapt and implement an evidence-based Family-School Partnership Intervention (FPSI) across a range of ECE settings. FSPI is delivered by existing preschool staff and aims to promote development and reduce barriers to learning among children with pre-clinical social-communication delays. FSPI integrates evidence-based practices (EBPs) from education (7 EBPs; National Association for the Education of Young Children) with clinical interventions for toddlers with autism spectrum disorder (ASD) (12 EBPs at the educator-parent level and 8 EBPs at the parent- child level; Naturalistic Developmental Behavioral Interventions). Initial staff training is completed during a single professional development day; implementation supports are offered by a research clinician throughout. A community-viable intervention to promote timely and appropriate supports for children with social-communication delays in ECE would support a foundational learning mechanism during the early childhood period. Related deficits in social-communication skills are characteristic for developmental disabilities such as ASD. In the U.S., 18%, 51%, and 66% of children aged 1-2, 3, or 4 years, respectively, are enrolled in center-based ECE, providing a natural and critical access point for addressing children’s early social-communication delays. The proposed implementation science framework (Dynamic Adaptation Process) has four phases intended to support the implementation of EBPs in community settings. During the first two phases (Exploration & Preparation; ~9 months), 30 stakeholders will engage in an iterative process to provide expertise and feedback to guide model adaptations while maintaining fidelity to the core elements of FSPI. Stakeholders will be selected systematically to account for the multi-system (Pre-K, Head Start, private childcare, special education) and multi- level (state administrators, ECE directors, teachers, parents) context of ECE. During the last two phases (Implementation & Sustainment), 30 parent-teacher teams from 10 ECE organizations (sampled to maximize variation) will be recruited to participate in field testing of FSPI. Data collection will focus on feasibility data (enrollment, attendance, attrition, data completion), observational measures of implementation fidelity (at the educator-parent and parent-child level), and mixed methods to evaluate educator and parent acceptability and satisfaction and identify implementation drivers/barriers. This research will prepare a large, multi-site hybrid trial to evaluate the effectiveness of FSPI for promoting social-communication skills and kindergarten readiness, in addition to factors that mediate the relation between FSPI delivery and fidelity (implementation drivers/barriers).

项目概要 考虑在教师和家长之间建立和维持互惠伙伴关系的策略 幼儿教育（ECE）中适合发展的实践的基本要素。 存在行为、发育或心理健康问题高风险的儿童、有效的伙伴关系 家庭和学前班之间的联系对于促进最佳课堂参与和学习至关重要 当前的可行性研究使用已建立的科学框架来适应和实施。 在一系列 ECE 环境中实施基于证据的家庭与学校合作干预 (FPSI)。 FSPI 由现有学前班工作人员提供，旨在促进发展并减少学习障碍 FSPI 整合了基于证据的实践 (EBP)。 教育（7 EBP；全国幼儿教育协会）与临床干预 患有自闭症谱系障碍 (ASD) 的幼儿（教育者-家长层面 12 个 EBP，家长层面 8 个 EBP） 儿童级别；自然发展行为干预）在一次期间完成。 专业发展日；支持由研究临床医生全程实施。 社区可行的干预措施，以促进对有社交沟通能力的儿童提供及时和适当的支持 儿童早期教育的延迟将支持幼儿时期的基本学习机制。 在美国，社交沟通技能的缺陷是自闭症谱系障碍（ASD）等发育障碍的特征。 1-2 岁、3 岁或 4 岁儿童中分别有 18%、51% 和 66% 参加了以中心为基础的 ECE，提供了 这是解决儿童早期社交沟通迟缓问题的一个自然而重要的切入点。 实施建议的科学框架（动态适应过程）有四个预期阶段 在社区环境中支持 EBP 的实施。 准备；约 9 个月），30 个利益相关者将参与迭代过程以提供专业知识和反馈 将选择利益相关者来指导模型调整，同时保持对 FSPI 核心要素的忠诚。 系统地考虑多系统（学前班、启蒙教育、私立托儿所、特殊教育）和多方面 在最后两个阶段中，儿童教育的背景（国家行政人员、儿童早教主任、教师、家长）。 （实施和维持），来自 10 个 ECE 组织的 30 个家长教师团队（抽样以最大限度地 变）将被招募参加 FSPI 的现场测试 数据收集将侧重于可行性数据。 （入学率、出勤率、流失率、数据完成度）、实施保真度的观察措施（在 教育者-家长和亲子水平），以及评估教育者和家长可接受性的混合方法 满意度和实施确定驱动因素/障碍这项研究将准备一项大型、多地点混合试验。 评估 FSPI 在促进社交沟通技能和入园准备方面的有效性， 除了调节 FSPI 交付和保真度之间关系的因素（实施驱动因素/障碍）。