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.
Aperçu de l'étude
Statut
Les conditions
Intervention / Traitement
Type d'étude
Inscription (Réel)
Phase
- N'est pas applicable
Critères de participation
Critère d'éligibilité
Âges éligibles pour étudier
Accepte les volontaires sains
Sexes éligibles pour l'étude
La 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
Plan d'étude
Comment l'étude est-elle conçue ?
Détails de conception
- Objectif principal: Recherche sur les services de santé
- Répartition: Randomisé
- Modèle interventionnel: Affectation parallèle
- Masquage: Aucun (étiquette ouverte)
Armes et Interventions
Groupe de participants / Bras |
Intervention / Traitement |
|---|---|
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Expérimental: 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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Autre: 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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Que mesure l'étude ?
Principaux critères de jugement
Mesure des résultats |
Description de la mesure |
Délai |
|---|---|---|
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parental school involvement
Délai: 3 months post-intervention
|
parent report on the school involvement subscale of the Parent-Teacher Involvement Scale
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3 months post-intervention
|
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parent-teacher relationship quality
Délai: 3 months post-intervention
|
parent-report on the relationship subscale of the Parent-Teacher Involvement Scale
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3 months post-intervention
|
|
parent-special education engagement
Délai: 3 months post-intervention
|
parent report on the Parent-Special Education Engagement Scale
|
3 months post-intervention
|
Collaborateurs et enquêteurs
Parrainer
Collaborateurs
Les enquêteurs
- Chercheur principal: Alice S Carter, PhD, University of Massachusetts, Boston
Dates d'enregistrement des études
Dates principales de l'étude
Début de l'étude
Achèvement primaire (Réel)
Achèvement de l'étude (Réel)
Dates d'inscription aux études
Première soumission
Première soumission répondant aux critères de contrôle qualité
Première publication (Estimation)
Mises à jour des dossiers d'étude
Dernière mise à jour publiée (Réel)
Dernière mise à jour soumise répondant aux critères de contrôle qualité
Dernière vérification
Plus d'information
Termes liés à cette étude
Termes MeSH pertinents supplémentaires
Autres numéros d'identification d'étude
- UMassBoston
- 1R01MH104400-01 (Subvention/contrat des NIH des États-Unis)
Plan pour les données individuelles des participants (IPD)
Prévoyez-vous de partager les données individuelles des participants (DPI) ?
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Essais cliniques sur Parent Preschool Engagement intervention
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University of Notre DameRecrutementSanté mentale | ConflitÉtats-Unis
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University of PennsylvaniaEunice Kennedy Shriver National Institute of Child Health and Human Development... et autres collaborateursActif, ne recrute pas
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Heidelberg UniversityInconnueDélai de langue | Troubles développementaux du langageAllemagne
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Taipei Veterans General Hospital, TaiwanPas encore de recrutementQualité du sommeil | Santé infantile | Santé psychologiqueTaïwan
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RTI InternationalUniversity of North Carolina, Chapel HillInscription sur invitationSclérose tubéreuse | Syndrome de Down | Dystrophie musculaire de Duchenne | Syndrome de Prader Willi | Syndrome de l'X fragile | Syndrome de Rett | Syndrome de Turner | Syndrome de Williams | Syndrome d'Angelman | Syndrome de délétion du chromosome 22q11.2 | Syndrome de Klinefelter | Syndrome de Phelan-McDermid et d'autres conditionsÉtats-Unis
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Norwegian Center for Child Behavioral DevelopmentKavli TrustRecrutementSymptômes dépressifs | Symptômes d'anxiété | Problèmes de conduiteNorvège
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Washington University School of MedicineNational Institute of Mental Health (NIMH)Complété
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McGill UniversityInconnueDyslexie | Trouble développemental de l'articulation | Trouble de l'articulation de la parole | Déficience phonologiqueCanada
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Beth Israel Medical CenterComplétéÉtat septique | Prématurité | RDS | SGA
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Bruno RhinerUniversity of Arkansas; West Virginia UniversityRecrutementTroubles du spectre autistiqueSuisse