Randomized Study of Training in Autism

自闭症训练的随机研究

• 批准号: 7937027
• 负责人: LISA A RUBLE
• 金额: $ 50万
• 依托单位: UNIVERSITY OF KENTUCKY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7937027
• 关键词: Accounting; Achievement; Adaptive Behaviors; Address; Area; Autistic Disorder; Behavioral; Caregivers; Characteristics; Child; Clinical Research; Cognitive Therapy; Communication; Competence; Complex; Consultations; Data; Development; Disputes; Early identification; Early treatment; Education; Educational Curriculum; Educational process of instructing; Effectiveness; Elements; Epidemic; Evidence based intervention; Evidence based practice; Face; Family; Fishes; Geographic Locations; Goals; Impairment; Improve Access; Income; Individual; Intervention; Language; Learning; Litigation; Longevity; Measures; Methods; Modeling; National Institute of Mental Health; Online Systems; Outcome; Outcome Study; Outcomes Research; Parents; Persons; Pilot Projects; Placebo Control; Preparation; Provider; Public Health; Race; Randomized; Relative (related person); Research; Research Design; Rice; Rural; Schools; Services; Severities; Social Interaction; Socioeconomic Status; Special Education; Stress; Students; System; Training; United States Dept. of Health and Human Services; base; combat; cost effective; evidence base; experience; high standard; interest; meetings; model development; parental influence; programs; rapid growth; safran; success; teacher

DESCRIPTION (provided by applicant): This application addresses broad Challenge Area (04) Clinical Research and specific Challenge Topic, 04-MH-101, Autism: Addressing the challenge. Although the focus on early identification efforts in recent years has been effective in sharply increasing the number of children with autism receiving services in schools, those services are of uneven quality, and there is a critical need to improve access to and receipt of high quality early intervention services that are available to all children with autism, regardless of family income, race or geographic location. Because all special education teachers need to be adequately prepared to educate children with autism, understanding effective training methods for supporting teachers' implementation of evidence-based interventions is an urgent issue for our field. The purpose of this study is to examine three types of professional development models of training and compare their effects on child and teacher outcomes. The primary aim is to generate data on the impact of consultation plus in-classroom teacher coaching vs. consultation plus web-based teacher coaching prospectively by following 25 children whose teachers receive only basic, noninteractive online autism training, 25 children whose teachers and parents also receive consultation followed by in-classroom teacher coaching, and 25 children whose teachers and parents receive consultation followed by web- based teacher coaching. The online training acts a placebo-control for the consultation plus teacher coaching (in-classroom vs. web-based). The design of the study will allow for examination of the relative merits of different components of the intervention. The consultation model that both conditions (in-classroom and web-based teacher coaching) will receive is based on the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble & Dalrymple, 2002). We have received an R-34 from NIMH to collect preliminary data on the effectiveness of COMPASS (Ruble, McGrew, & Dalrymple, 2009). Based on preliminary data, we hypothesize that child outcomes will be higher for the two conditions that receive consultation and coaching compared to the placebo-control condition. The child outcome that will be measured is achievement of targeted IEP objectives. A secondary aim is to evaluate the impact of consultation type on parent stress. Based on the pilot study, we expect type of condition to influence parent stress similar to that hypothesized under the primary aim. Another secondary aim is to generate data on additional factors that may account for differences in child and teacher outcomes. Variables that may contribute to variance in child and parent outcomes that will be collected include: (a) Child factors (Severity of autism; Developmental parameters - IQ, language level, adaptive behavior); (b) Teacher factors (Urban or rural; Quality of IEP; Years of teaching children with autism; Stress); (c) Parent/caregiver factors (Socioeconomic status; Stress). The proposed project is outcome research that addresses the Interagency Autism Coordinating Committee's aim for more "outcome studies of the effectiveness of behavioral, developmental, and cognitive therapies." The epidemic rise in the number of children identified with ASD represents an urgent public health issue and national priority for agencies such as the Department of Education and the Department of Health and Human Services (National Institutes of Mental Health, 2003) and the critical need to improve access to and receipt of high quality early intervention services that are available to all children with autism, regardless of family income, race or geographic location (Liptak et al., 2008).

描述（由申请人提供）：此申请涉及广泛的挑战领域（04）临床研究和特定挑战主题，04-MH-101，自闭症：应对挑战。尽管近年来对早期识别工作的关注在大幅度增加了自闭症儿童接受学校服务的儿童的数量方面，但这些服务的质量不佳，无论家庭收入，种族或地理位置如何，无论是自闭症的儿童，都有迫切需要改善和接收所有自闭症儿童的高质量早期干预服务。因为所有特殊教育教师都需要做好充分的准备来教育自闭症儿童，因此了解有效的培训方法来支持教师实施基于证据的干预措施，这对我们领域来说是一个紧迫的问题。这项研究的目的是检查三种专业发展模型的培训模型，并比较其对儿童和教师成果的影响。主要目的是生成有关咨询加上课堂内的教师教练与咨询的影响的数据，并通过追随25个孩子的教师前瞻性地进行教练，他们的教师仅接受基本的非功能性在线自闭症培训，25个孩子，他们的老师和父母的教师还接受了咨询，然后接受咨询，然后接受教师教练，以及25名教师和父母接受咨询的儿童接受咨询，并接受了咨询服务。在线培训为咨询和教师教练（基于网络的教师与基于Web）的安慰剂控制。该研究的设计将允许研究干预措施不同组成部分的相对优点。这两个条件（教室内和基于网络的教师教练）将获得的咨询模型基于促进能力和成功的协作模型（Compass; Compass; Ruble＆Dalrymple，2002）。我们已经收到了NIMH的R-34，以收集有关指南针有效性的初步数据（Ruble，McGrew和Dalrymple，2009年）。根据初步数据，我们假设与安慰剂控制条件相比，接受咨询和辅导的两个条件的儿童结果将更高。将要衡量的儿童结果是目标IEP目标的实现。第二个目的是评估咨询类型对父母压力的影响。基于试点研究，我们期望类型的状况会影响父母的压力，类似于主要目标下假设的压力。另一个次要目的是生成有关可能解释儿童和教师结果差异的其他因素的数据。可能导致将收集的儿童和父母结果差异的变量包括：（a）儿童因素（自闭症的严重程度；发育参数 - 智商，语言水平，自适应行为）； （b）教师因素（城市或农村； IEP的质量；多年教自闭症儿童；压力）； （c）父母/照顾者因素（社会经济状况；压力）。拟议的项目是结果研究，旨在解决机构间自闭症协调委员会的目标，以“对行为，发育和认知疗法的有效性进行更多结果研究”。 The epidemic rise in the number of children identified with ASD represents an urgent public health issue and national priority for agencies such as the Department of Education and the Department of Health and Human Services (National Institutes of Mental Health, 2003) and the critical need to improve access to and receipt of high quality early intervention services that are available to all children with autism, regardless of family income, race or geographic location (Liptak et al., 2008).