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.
Studienübersicht
Status
Bedingungen
Intervention / Behandlung
Studientyp
Einschreibung (Tatsächlich)
Phase
- Unzutreffend
Teilnahmekriterien
Zulassungskriterien
Studienberechtigtes Alter
Akzeptiert gesunde Freiwillige
Studienberechtigte Geschlechter
Beschreibung
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
Studienplan
Wie ist die Studie aufgebaut?
Designdetails
- Hauptzweck: Versorgungsforschung
- Zuteilung: Zufällig
- Interventionsmodell: Parallele Zuordnung
- Maskierung: Keine (Offenes Etikett)
Waffen und Interventionen
Teilnehmergruppe / Arm |
Intervention / Behandlung |
|---|---|
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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.
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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.
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Sonstiges: 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.
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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.
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Was misst die Studie?
Primäre Ergebnismessungen
Ergebnis Maßnahme |
Maßnahmenbeschreibung |
Zeitfenster |
|---|---|---|
|
parental school involvement
Zeitfenster: 3 months post-intervention
|
parent report on the school involvement subscale of the Parent-Teacher Involvement Scale
|
3 months post-intervention
|
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parent-teacher relationship quality
Zeitfenster: 3 months post-intervention
|
parent-report on the relationship subscale of the Parent-Teacher Involvement Scale
|
3 months post-intervention
|
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parent-special education engagement
Zeitfenster: 3 months post-intervention
|
parent report on the Parent-Special Education Engagement Scale
|
3 months post-intervention
|
Mitarbeiter und Ermittler
Ermittler
- Hauptermittler: Alice S Carter, PhD, University of Massachusetts, Boston
Studienaufzeichnungsdaten
Haupttermine studieren
Studienbeginn
Primärer Abschluss (Tatsächlich)
Studienabschluss (Tatsächlich)
Studienanmeldedaten
Zuerst eingereicht
Zuerst eingereicht, das die QC-Kriterien erfüllt hat
Zuerst gepostet (Schätzen)
Studienaufzeichnungsaktualisierungen
Letztes Update gepostet (Tatsächlich)
Letztes eingereichtes Update, das die QC-Kriterien erfüllt
Zuletzt verifiziert
Mehr Informationen
Begriffe im Zusammenhang mit dieser Studie
Zusätzliche relevante MeSH-Bedingungen
Andere Studien-ID-Nummern
- UMassBoston
- 1R01MH104400-01 (US NIH Stipendium/Vertrag)
Plan für individuelle Teilnehmerdaten (IPD)
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