A Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays (SEED)

Development and Preliminary Evaluation of a Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

The goal of this clinical trial is to evaluate the preliminary effectiveness and acceptability of a self-instructional, web-based teacher training program designed to support the development of autistic children and children with developmental delays.

This study aims to examine whether participation in the program can improve teachers' knowledge, attitudes, and teaching self-efficacy related to inclusive education and support for autistic children and children with developmental delays.

The main questions it aims to answer are:

1. Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays?
2. Does the program improve teachers' attitudes toward inclusive education and their teaching self-efficacy? Researchers will compare teachers who participate in the self-instructional online intervention program (SEED program) with teachers who receive comparison educational materials (Kit for Kids from Organization for Autism Research) to determine whether the intervention leads to greater improvements in knowledge, attitudes, and teaching self-efficacy.

Participants will:

1. Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy.
2. Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment
3. Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.

Study Overview

• Status: Recruiting
• Conditions: Autism Spectrum Disorder; Developmental Disabilities; Developmental Delay; Teacher Training; Inclusive Education
• Intervention / Treatment: Behavioral: SEED Online Self-Instructional Program; Behavioral: Comparison Educational Materials (Kit for Kids)

• Study Type: Interventional
• Enrollment (Estimated): 70
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Boin Choi; Phone Number: +82-10-5077-0345; Email: boinchoi@ewha.ac.kr

Study Locations

• South Korea
  • Seoul, South Korea
    • Recruiting
    • Ewha Womans University
    • Contact: Boin Choi; Phone Number: +82-10-5077-0345; Email: boinchoi@ewha.ac.kr

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Public school teachers currently employed in kindergarten or elementary schools who hold at least a Level 2 teaching certificate (or higher).
• Teachers who understand the purpose of the study and provide informed consent to participate.

Exclusion Criteria:

• Teachers who have majored in special education at the undergraduate or graduate level.

Study Plan

How is the study designed?

Design Details

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

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: SEED; Participants assigned to this arm will participate in the SEED self-instructional, web-based teacher training program designed to support autistic children and children with developmental delays.	Behavioral: SEED Online Self-Instructional Program; The SEED Online Self-Instructional Program is a web-based teacher training intervention designed to support the development of autistic children and children with developmental delays. The program consists of self-paced online modules covering child development, classroom management, and instructional strategies for inclusive education. Content is delivered through short instructional videos and web-based learning materials, and participants complete the program independently over a two-week period.
Active Comparator: Kit for Kids; Participants in this arm will receive alternative educational materials (Kit for Kids) related to supporting autistic children and children with developmental delays during the study period. After comparison of post-intervention assessments, participants in this arm will be offered access to the SEED online program.	Behavioral: Comparison Educational Materials (Kit for Kids); The comparison educational materials (Kit for Kids) consists of alternative instructional resources related to supporting autistic children and children with developmental delays. Participants assigned to this intervention review the provided materials during the study period as a comparison condition. These materials do not include the structured self-instructional online modules provided in the experimental intervention.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
(Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score	The Autism Spectrum Knowledge Questionnaire (ASK-Q) is a 37-item questionnaire designed to assess knowledge and understanding of autism spectrum disorder (ASD). Each item is rated as "Agree" or "Disagree". Items are scored dichotomously (1 = correct response, 0 = incorrect response). Total scores are calculated by summing correct responses across all 37 items. Total scores range from 0 (lowest knowledge) to 37 (highest knowledge), with higher scores reflecting greater knowledge of autism spectrum disorder.	Baseline (pre-intervention) and immediately after the intervention
(Knowledge) Participatory Autism Knowledge Measure (PAK-M) Total Score	The Participatory Autism Knowledge Measure (PAK-M) is a 56-item questionnaire designed to measure autism knowledge, neurodiversity-oriented beliefs, and perspectives informed by the lived experiences of autistic individuals. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 56 items. Total scores range from 56 to 392, with higher scores indicating greater knowledge and more accurate understanding of autism and neurodiversity.	Baseline (pre-intervention) and immediately after the intervention
(Knowledge) Survey for Educators' Empowerment for Diversity (SEED) Total Score	The Survey for Educators' Empowerment for Diversity (SEED) is a 68-item instrument developed by the research team to measure changes in knowledge related to autism and developmental delay following participation in the program. The instrument is organized around 13 core topics addressed in the program, with 5 to 7 items per topic, yielding a total of 68 items. Each item uses a dichotomous true-or-false response format. Responses are scored as 1 for correct answers and 0 for incorrect answers. Total scores are calculated by summing correct responses across all items. Total scores range from 0 to 68, with higher scores indicating greater knowledge and understanding of autism and developmental delay.	Baseline (pre-intervention) and immediately after the intervention
(Attitude) Teacher Attitudes Toward Inclusion Scale (TATIS) Total Score	The Teacher Attitudes Toward Inclusion Scale (TATIS) is a 14-item self-report questionnaire designed to assess teachers' overall attitudes toward inclusive education. The scale evaluates beliefs about the inclusion of students with disabilities, perceived effectiveness of inclusive practices, and teachers' personal willingness and commitment to implementing inclusive classroom practices. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 98, with higher scores indicating more positive attitudes toward inclusive education and stronger support for the inclusion of students with disabilities in general education classrooms.	Baseline (pre-intervention) and immediately after the intervention
(Attitude) Neurodiversity Attitudes Questionnaire (NDAQ) Total Score	The Neurodiversity Attitudes Questionnaire (NDAQ) is a 28-item self-report questionnaire designed to assess overall attitudes and perceptions toward neurodiversity. Each item is rated on a 5-point Likert scale, with 1 indicating "Strongly disagree" and 5 indicating "Strongly agree." After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 28 items. Total scores range from 28 to 140, with higher scores indicating more positive attitudes toward neurodiversity and greater endorsement of neurodiversity-informed perspectives.	Baseline (pre-intervention) and immediately after the intervention
(Attitude) Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) Total Score	The Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) is a 15-item self-report questionnaire designed to assess teachers' emotional reactions, attitudes, and concerns regarding inclusive education. The scale evaluates affective responses toward students with disabilities, acceptance of inclusive education, and concerns related to implementation challenges and perceived difficulties in inclusive classroom settings. Each item is rated on a 4-point Likert scale, with 1 indicating "Strongly disagree" and 4 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 15 items. Total scores range from 15 to 60, with higher scores indicating more positive sentiments and attitudes toward inclusive education and fewer concerns about inclusion.	Baseline (pre-intervention) and immediately after the intervention
(Teaching Self-Efficacy) Teachers' Efficacy for Inclusive Practices (TEIP) Total Score	The Teachers' Efficacy for Inclusive Practices (TEIP) scale is a 14-item self-report questionnaire designed to assess teachers' self-efficacy beliefs regarding their ability to implement inclusive education practices. The scale evaluates three domains: inclusive instructional strategies, behavior management, and collaboration and support. Each item is rated on a 6-point Likert scale, with 1 indicating "Strongly disagree" and 6 indicating "Strongly agree". Total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 84, with higher scores indicating greater self-efficacy for implementing inclusive educational practices.	Baseline (pre-intervention) and immediately after the intervention

Other Outcome Measures

Outcome Measure	Measure Description	Time Frame
SEED Program Acceptability and Feasibility Questionnaire Total Score	The SEED Program Acceptability and Feasibility Questionnaire is a 20-item self-report instrument developed by the research team to assess participants' satisfaction with the program, perceived appropriateness of program content, feasibility, implementation capacity, and perceived efficiency of the online intervention. The questionnaire consists of two sections: (1) a 10-item scale assessing satisfaction and content appropriateness, and (2) a 10-item scale assessing feasibility, including perceived practicality, difficulty level, ability to implement intervention strategies, efficiency, pacing, and overall quality. Each item is rated on a 5-point Likert scale, with 1 indicating "Strongly disagree" and 5 indicating "Strongly agree". Total scores are calculated by summing responses across all 20 items. Total scores range from 20 to 100, with higher scores indicating greater acceptability, feasibility, and overall perceived quality of the SEED online intervention program. Two additional o	Immediately after the intervention

Collaborators and Investigators

• Sponsor: Boin Choi

Publications and helpful links

General Publications

• Pho, Y. H., An, S. K., Park, Y. J., & Hong, J. S. (2024). General education teachers' experiences in operational inclusive education and their perceptions and improvements of the inclusive education support teacher system. The Journal of Special Education: Theory and Practice, 25(4), 121-150. http://dx.doi.org/10.19049/JSPED.2024.25.4.06
• Jee, J. (2010). Narrative inquiry about implementing inclusive education of elementary school teachers. The Journal of Special Education: Theory and Practice, 11(4), 181-205.
• Lee, I., Lee, B., & Bae, S. (2023). Support demands for public kindergarten teachers for young children with special needs placed in various forms of inclusive classes: Focused on focus group interviews. The Journal of Special Education: Theory and Practice, 24(4), 139-168. http://dx.doi.org/10.19049/JSPED.2023.24.4.06
• Lee, D. & Kang, S. (2014). A study on status and satisfaction of smart device-based distance teacher training for inclusive education. The Journal of Inclusive Education, 9(2), 93-112. https://doi.org/10.26592/ksie.2014.9.2.93
• Yoo, J. (2025). A study of the structural relationship between the elementary school teachers' inclusive education perceptions, teacher efficacy and instruction performance. The Study of Education for Hearing-Language Impairments, 16(1), 65-88. http://dx.doi.org/10.24009/ksehli.2025.16.1.004
• Baek, J. (2024). Analysis of the operation status of onlince in-service training programs related to inclusive education. The Korean Journal of Thinking Development, 20(2), 141-171. https://doi.org/10.51636/JOTD.2024.08.20.2.141
• Kang, M., & Park, K. (2024). A qualitative meta-analysis of the experiences and perceptions of early childhood teachers in inclusive classrooms for young children with disabilities. The Society for Constructivist Early Childhood Education, 11(2), 69-104. https://doi.org/10.23197/scece.2024.11.2.004
• UNESCO(2009). Policy guidelines on inclusion in education. Paris: UNESCO.
• Patton, M. Q.(2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.
• Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G.(2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1-21. https://doi.org/10.1177/160940690900800301
• Morina, F., Fuetterer, T., Huebner, N., Zitzmann, S., & Fischer, C.(2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education, 228, 105247. https://doi.org/10.1016/j.compedu.2025.105247
• Goodman, L. A. (1961). Snowball sampling. The annals of mathematical statistics, 148-170. https://doi.org/10.1214/aoms/1177705148
• Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs about Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-Analytical Study. Educational Psychology Review, 34(4), 2609-2660. https://doi.org/10.1007/s10648-022-09695-0

Study record dates

Study Major Dates

• Study Start (Actual): February 5, 2026
• Primary Completion (Estimated): September 30, 2026
• Study Completion (Estimated): December 31, 2026

Study Registration Dates

• First Submitted: February 22, 2026
• First Submitted That Met QC Criteria: April 6, 2026
• First Posted (Actual): April 13, 2026

Study Record Updates

• Last Update Posted (Actual): April 13, 2026
• Last Update Submitted That Met QC Criteria: April 6, 2026
• Last Verified: April 1, 2026

More Information

Terms related to this study

• Keywords: Autism Spectrum Disorder; Developmental delay; Developmental disabilities; Web-Based Intervention; Teacher Training; Inclusive education; Kindergarten Teachers; Elemantary School Teachers; General Education Teachers; Special Education Support; Self-Instructional Learning
• Additional Relevant MeSH Terms: Neurologic Manifestations; Nervous System Diseases; Mental Disorders; Neurobehavioral Manifestations; Neurodevelopmental Disorders; Child Development Disorders, Pervasive; Communication Disorders; Pathological Conditions, Signs and Symptoms; Signs and Symptoms; Autism Spectrum Disorder; Developmental Disabilities; Learning Disabilities; Amino Acids, Peptides, and Proteins; Proteins; Enzymes; Enzymes and Coenzymes; Receptors, Cell Surface; Membrane Proteins; Transferases; Protein Kinases; Phosphotransferases (Alcohol Group Acceptor); Phosphotransferases; Intracellular Signaling Peptides and Proteins; Protein-Tyrosine Kinases; Receptor Protein-Tyrosine Kinases
• Other Study ID Numbers: 1-2025-0397-001-1

Plan for Individual participant data (IPD)

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

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No