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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ACTIVE_NOT_RECRUITING
NA
358 participants
INTERVENTIONAL
2021-08-04
2025-12-01
Brief Summary
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The research team will pair UNITED with three interventions that cover the ages of early childhood, childhood, and adolescence. These include Mind the Gap (MTG), a family navigation intervention for children newly diagnosed under age 8, Remaking Recess (RR), a school-based social/peer engagement intervention for children ages 5-12, and Self-Determination Learning Model of Instruction (SDMLI), a self-advocacy intervention for adolescents (13-22 years; 22 is the upper age limit of high school for individuals with disabilities).
For the SDLMI, school personnel will be trained to work with adolescents with ASD using the SDLMI model. This model will help students with ASD set their own goals and help attain them. The total time commitment for the school personnel is 1 school year (2 semesters) for about 47 hours. The total time commitment for the parent of the student with ASD is about 1 hour (sign consent/fill out demographic survey). The total time commitment for the student with ASD is 1 school year (2 semesters) for about 25.25 hours.
Detailed Description
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There will be 3 assessment time points. At entry, the teachers/school staff will fill out Demographic, Implementation Climate, Knowledge, Skills, and Use, and Acceptability of Intervention Measure (AIM). At 12 weeks of the study and at 24 weeks of the study (exit), they will fill out Implementation Climate, Knowledge, Skills, and Use, and Acceptability of Intervention Measure (AIM). Teachers/school staff will also fill out SDLMI fidelity questionnaire 6 times over the course of the school year. The parents will fill out a Demographic form at entry. Students will complete the following questionnaires at entry, mid-study (12 weeks) and end of study (24 weeks): the Self Determination Inventory: Student Report and Goal Attainment Scaling as a part of the SDLMI intervention.
All participants in SDLMI will be randomized to receive UNITED, exploratory implementation strategy, or implementation as usual (IAU). UNITED is premised on the idea that successful implementation in organizations like schools and early intervention systems requires a team-based approach, in which the team is thoughtfully assembled, develops a plan for implementation, assigns roles and responsibilities, and carefully tracks and supports implementation and sustainment in all its stages. To address these requirements, the research team combined two well-tested strategies. The first is social network analysis (SNA) through which the research team will systematically identify members of the team who will implement each intervention. The second is TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety), an evidence-based set of teamwork tools that optimizes target population outcomes by improving communication and teamwork skills. The research staff will approach the school leaders (2 at maximum) and explain SDLMI. After the school leaders agree to participate in the study, they will complete a site agreement to participate and then fill out the Social Network Assessment (SNA) to provide names, roles, and emails of school personnel at the school that have significant roles in the school that relate to SDLMI. The research staff will then email these school personnel the SNA as well. After receiving the completed SNA assessments, the research staff will randomize each organization to UNITED vs Implementation as Usual (IAU). The research team will use the data from these assessments to assess both arms of the study. Additionally, for those randomized to UNITED, Dr. Elizabeth McGhee Hassrick at Drexel University and her team, will provide the research sites the top 2-5 school personnel identified by the SNA as key for intervention implementation support. This team will be invited to participate in the UNITED implementation team.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
NONE
Study Groups
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UNITED
UNITED is premised on the idea that successful implementation in organizations like schools and early intervention systems requires a team-based approach, in which the team is thoughtfully assembled, develops a plan for implementation, assigns roles and responsibilities, and carefully tracks and supports implementation and sustainment in all its stages within a few meetings and ongoing coaching from the research staff.
Self-Determined Learning Model of Instruction (SDLMI)
SDLMI is a teaching model that enables providers to teach students to:
* make choices and decisions about setting a goal
* develop action plans for academic or other goals
* self-monitor and self-evaluate progress toward goal attainment
* adjust the goal or plan
Implementation as Usual (IAU)
The organizations will implement SDLMI as usual. The research team will be available to provide support on the SDLMI intervention as needed.
Self-Determined Learning Model of Instruction (SDLMI)
SDLMI is a teaching model that enables providers to teach students to:
* make choices and decisions about setting a goal
* develop action plans for academic or other goals
* self-monitor and self-evaluate progress toward goal attainment
* adjust the goal or plan
Interventions
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Self-Determined Learning Model of Instruction (SDLMI)
SDLMI is a teaching model that enables providers to teach students to:
* make choices and decisions about setting a goal
* develop action plans for academic or other goals
* self-monitor and self-evaluate progress toward goal attainment
* adjust the goal or plan
Eligibility Criteria
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Inclusion Criteria
* 63 adolescents ages 13-19 with ASD or NDD and family is under-resourced.
* Expert medical diagnosis or educational classification of ASD
Under-resourced, defined by:
* Attending a Title I school (a school that receives federal funding to improve the performance of economically disadvantaged students)or rural school
* Family income is under 250% of the federal guidelines for poverty rate (i.e., meets federal requirements to qualify for free or reduced lunch)
* Parent/Caregiver willing to participate
Exclusion Criteria
* Adolescents: under the age of 13 or over the age of 19, does not have ASD or NDD and family is not under-resourced.
* No official ASD/NDD diagnosis.
* Parent/Caregiver not willing to participate
13 Years
ALL
No
Sponsors
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University of California, Davis
OTHER
University of Kansas
OTHER
University of Washington
OTHER
University of Pennsylvania
OTHER
University of Rochester
OTHER
Drexel University
OTHER
Health Resources and Services Administration (HRSA)
FED
Responsible Party
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Connie Kasari, Ph.D.
Professor of Human Development and Psychology
Locations
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UC Davis MIND Institute
Davis, California, United States
University of Kansas
Lawrence, Kansas, United States
University of Washington
Seattle, Washington, United States
Countries
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References
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Locke J, Hassrick EM, Stahmer AC, Iadarola S, Boyd B, Mandell DS, Shih W, Hund L, Kasari C; AIR-B Network. Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol. BMC Psychiatry. 2022 Jul 16;22(1):478. doi: 10.1186/s12888-022-04105-9.
Other Identifiers
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20-002001
Identifier Type: -
Identifier Source: org_study_id