Partners in School: Promoting Continuity Across Home and School

NCT ID: NCT05154981

Last Updated: 2024-09-23

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 48 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2022-09-15
• Study Completion Date: 2024-08-18

Brief Summary

Partners in School is a collection of implementation strategies (e.g., communication training, problem-solving consultation) to help parents/primary caregivers and teachers of children with autism spectrum disorder implement the same practices across home and school.

Detailed Description

We recruited a total of 48 participants (N=22 parent-teacher dyads) from urban and suburban public schools in New York, New Jersey, and Connecticut. Teachers were matched on years of teaching experience (0-2 years, 3-5 years, 5-10 years, or 11+ years), and then randomized to the experimental condition or the control condition. The experimental condition had 13 parent-teacher dyads (N=26 participants) and the control condition had 11 parent-teacher dyads (N=22 participants). The experimental condition included the five steps of Partners in School including the pre-consultation phone interview, web-based communication skills training for the parent or teacher through School Talk, in-person parent-teacher conference, three weeks of implementing the same intervention with the student at home (by parents) and school (by the teacher), and a post-consultation phone interview. Parents and teachers also completed surveys at the beginning and end of Partners in School. The control condition had the same experiences but the parents/teachers in that condition did not receive communication skills training through School Talk. One of the key outcomes is that recruitment, randomization, condition protocols, retention, and assessment of Partners in School with School Talk is feasible and acceptable. These findings are significant to the scientific field because they suggest that researchers can partner with public schools and train parents and teachers to communicate and collaborate effectively in order to double the dosage, intensity, and impact of evidenced-based practices for young children on the autism spectrum disorder (ASD).

Conditions

Autism Spectrum Disorder

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: SINGLE

Study Groups

Partners in School with Education Communication Skills (ECS) Training

Parents and teachers in the experimental condition will receive Partners in School with communication training.

Group Type: EXPERIMENTAL

Education communication skills (ECS) training

Intervention Type: BEHAVIORAL

Education communication skills (ECS) training videos were developed from LEAPS (Listen, Educate, Assess, Partner and Support), a set of 10- to 20- sec videos that help patients and physicians communicate health concerns and treatment plans to each other. ECS training videos target parent-teacher communication during the transition to school for children with autism.

Partners in School

Intervention Type: BEHAVIORAL

Partners in School is a problem-solving consultation that encourages parents and teachers to implement the same evidence-based interventions across home and school

Partners in School without Education Communication Skills (ECS) Training

Parents and teachers in the control condition will receive Partners in School without communication training.

Group Type: ACTIVE_COMPARATOR

Partners in School

Intervention Type: BEHAVIORAL

Partners in School is a problem-solving consultation that encourages parents and teachers to implement the same evidence-based interventions across home and school

Interventions

Education communication skills (ECS) training

Education communication skills (ECS) training videos were developed from LEAPS (Listen, Educate, Assess, Partner and Support), a set of 10- to 20- sec videos that help patients and physicians communicate health concerns and treatment plans to each other. ECS training videos target parent-teacher communication during the transition to school for children with autism.

Intervention Type: BEHAVIORAL

Partners in School

Partners in School is a problem-solving consultation that encourages parents and teachers to implement the same evidence-based interventions across home and school

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

1. Must be parent/primary caregiver or full-time, lead teacher

2. Must have or teach preschool, pre- kindergarten, kindergarten, or 1st grade child with ASD

3. Must have or teach child with ASD that can see and hear

4. Access to internet via wifi-enabled phone, tablet, or computer

5. Must be English or Spanish speaking

6. An active email -

Exclusion Criteria

1. Parents with younger (less than preschool) or older children (in 2nd grade or above)

2. Teachers who teach older than 1st grade.

3. Teaching assistants

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

National Institute of Mental Health (NIMH)

NIH

Sponsor Role: collaborator

New York State Psychiatric Institute

OTHER

Sponsor Role: lead

Responsible Party

Gazi Azad

Research Scientist and Assistant Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Gazi Azad, PhD

Role: PRINCIPAL_INVESTIGATOR

New York State Psychiatric Institute

Locations

Research Foundation for Mental Hygiene at the New York State Psychiatric Institute

New York, New York, United States

Countries

United States

Other Identifiers

5K23MH119331-04

Identifier Type: NIH

Identifier Source: secondary_id

View Link

8302

Identifier Type: -

Identifier Source: org_study_id