Addressing Systemic Health Disparities in Early Identification and Treatment of Autism Spectrum Disorder (ASD): ABCD Project

Addressing Systemic Health Disparities in Early ASD Identification and Treatment

The intervention under examination is designed to promote parents' school engagement following the transition from Early Intervention (EI) to preschool for parents of young children who were diagnosed with ASD through our screening and assessment protocol. The brief intervention employs principles of motivational interviewing to address not only the particular child characteristics and needs associated with ASD but also the unique, system-related challenges of navigating the special education system and advocating for appropriate services. Motivational interventions with parents are designed to elicit parents' specific, action-oriented goals for themselves and their children, enhancing motivation to pursue change, and addressing and resolving obstacles or sources of ambivalence.

By identifying and capitalizing on parents' strengths, empowering parents to develop specific goals, and improving parents' readiness to engage actively with their children's school, teacher, and educational team, we expect that this brief intervention will lead to higher levels of parental school involvement, higher special education engagement, and closer and more productive parent teacher relationships.

Study Overview

• Status: Completed
• Conditions: Autism Spectrum Disorder
• Intervention / Treatment: Behavioral: Parent Preschool Engagement intervention; Behavioral: Attention Control

• Study Type: Interventional
• Enrollment (Actual): 31
• Phase: Not Applicable

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 1 year to 3 years (Child)
• Accepts Healthy Volunteers: No
• Genders Eligible for Study: All

Description

Inclusion Criteria: Parents of children who participated in our screening and assessment study, whose children received diagnoses of autism through our assessment, AND

• whose children are turning 3 and transitioning out of Early Intervention services.

Exclusion Criteria: Children who are medically complex OR

• have a previous diagnosis of ASD outside of our study OR
• Don't have a parent/guardian who speak/understand sufficient English or Spanish to complete study materials OR
• Don't qualify for Early Intervention services

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Health Services Research
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: None (Open Label)

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Parent Engagement Intervention group; This group of parents will receive the brief, 2-4 hour intervention which will utilize motivational interviewing principles to enhance parents' preschool engagement as their children transition from Early Intervention to preschool.	Behavioral: Parent Preschool Engagement intervention; This 1-2 session intervention (2-4 hours total) will involve one-on-one session(s) for parents whose children (all of whom have received a diagnosis of ASD through our study) are turning 3 and therefore transitioning from the Early Intervention system to the public school special education system. The intervention will utilize motivational interviewing (MI) principles to equip parents with the skills, knowledge, and clarity of goals necessary to collaborate effectively with school special education staff and teachers, to advocate for their children's needs, and to be empowered to navigate the special education system.
Other: Attention Control; Waitlist Control Group: This group will receive the brief, 2-4 hour intervention which will utilize motivational interviewing principles to enhance parents' preschool engagement as their children transition from Early Intervention to preschool after a 3 month delay.	Behavioral: Attention Control; The attention control condition is parallel in format (one-on-one between parent with interventionist) and intensity (1-2 sessions, or 2-4 hours total). It involves open-ended interviews with parents about their child's development and plans for school.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
parental school involvement	parent report on the school involvement subscale of the Parent-Teacher Involvement Scale	3 months post-intervention
parent-teacher relationship quality	parent-report on the relationship subscale of the Parent-Teacher Involvement Scale	3 months post-intervention
parent-special education engagement	parent report on the Parent-Special Education Engagement Scale	3 months post-intervention

Collaborators and Investigators

• Sponsor: University of Massachusetts, Boston
• Collaborators: National Institute of Mental Health (NIMH); Tufts Medical Center; Northeastern University
• Investigators: Principal Investigator: Alice S Carter, PhD, University of Massachusetts, Boston

Study record dates

Study Major Dates

• Study Start: September 1, 2014
• Primary Completion (Actual): April 1, 2018
• Study Completion (Actual): April 1, 2018

Study Registration Dates

• First Submitted: April 24, 2015
• First Submitted That Met QC Criteria: May 26, 2015
• First Posted (Estimate): May 29, 2015

Study Record Updates

• Last Update Posted (Actual): December 4, 2018
• Last Update Submitted That Met QC Criteria: November 30, 2018
• Last Verified: November 1, 2018

More Information

Terms related to this study

• Additional Relevant MeSH Terms: Mental Disorders; Neurodevelopmental Disorders; Child Development Disorders, Pervasive; Autism Spectrum Disorder
• Other Study ID Numbers: UMassBoston; 1R01MH104400-01 (U.S. NIH Grant/Contract)

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO