Iterative Redesign of a Behavioral Skills Training Program for Use in Educational Settings
NCT ID: NCT04199533
Last Updated: 2022-05-20
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
40 participants
OBSERVATIONAL
2019-09-01
2021-09-30
Brief Summary
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Detailed Description
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Aim 1: Identify the contextual constraints and end users (teachers, school psychologists, behavior technicians, classroom aides) relevant to the management of disruptive behavior in the classroom. Through in-class behavioral observations and interviews, Aim 1 will allow us to understand the values and priorities of the school context and end users directly involved with children with ASD (e.g. resources, work flow, policies).
Aim 2: Identify targets for RUBI redesign. Using in-depth intervention demonstration of RUBI paired with behavioral rehearsal, prospective think-aloud, and structured assessment methods, Aim 2 will allow us to determine which RUBI components should be retained, eliminated, or modified to address the needs of the context and end-users identified in Aim 1.
Aim 3: Iteratively adapt RUBI content and procedures based on identified targets for redesign and continual user testing to improve the hypothesized mechanisms of redesign (usability) and perceptual implementation outcomes (feasibility, acceptability, and appropriateness). Aim 3 will allow us to determine the extent to which redesigned RUBI, or RUBIES, improves usability and implementation outcomes.
Conditions
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Study Design
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COHORT
RETROSPECTIVE
Study Groups
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Classroom Observation
The investigators will use day-long observational and interview procedures with eight staff from four schools. The classroom observation will focus on documenting episodes of classroom disruptive behavior, including antecedents and consequences to the behaviors. The interview will involve discussing with staff decision-making processes and current needs around classroom behavioral management.
No interventions assigned to this group
RUBI Redesign
Two separate demonstration studies comprising 6 staff members each will focus on informing adaptation or pruning needs related to RUBI content and structure to ensure the redesigned curriculum (RUBIES) is contextually appropriate for schools.
RUBI
Parent-mediated behavioral program targeting disruptive behavior utilizing principle of applied behavior analysis
RUBIES Collaborative Design
Eight staff from 4 schools will attend one of four 2-hour in-person feedback sessions to support collaborative feedback around RUBI redesign, including feasibility and appropriateness and methods supporting implementation.
RUBIES
School-staff mediated behavioral program targeting disruptive behavior utilizing principle of applied behavior analysis
RUBIES Redesign
Two separate demonstration studies comprising 6 staff members each will focus on informing final RUBIES adaptation or pruning needs.
RUBIES
School-staff mediated behavioral program targeting disruptive behavior utilizing principle of applied behavior analysis
Interventions
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RUBI
Parent-mediated behavioral program targeting disruptive behavior utilizing principle of applied behavior analysis
RUBIES
School-staff mediated behavioral program targeting disruptive behavior utilizing principle of applied behavior analysis
Eligibility Criteria
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Inclusion Criteria
* Works with at least one student with ASD for part of the day
Exclusion Criteria
ALL
Yes
Sponsors
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National Institute of Mental Health (NIMH)
NIH
University of Washington
OTHER
Responsible Party
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Karen Bearss
Assistant Professor- Department of Psychiatry and Behavioral Sciences
Principal Investigators
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Karen Bearss, PhD
Role: PRINCIPAL_INVESTIGATOR
University of Washington
Locations
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Seattle Public Schools
Seattle, Washington, United States
Countries
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Other Identifiers
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SCH-STUDY00001890
Identifier Type: -
Identifier Source: org_study_id
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