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.
Visão geral do estudo
Status
Condições
Intervenção / Tratamento
Tipo de estudo
Inscrição (Real)
Estágio
- Não aplicável
Critérios de participação
Critérios de elegibilidade
Idades elegíveis para estudo
Aceita Voluntários Saudáveis
Gêneros Elegíveis para o Estudo
Descrição
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
Plano de estudo
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Pesquisa de serviços de saúde
- Alocação: Randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Nenhum (rótulo aberto)
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
|---|---|
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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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Outro: 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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O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
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parental school involvement
Prazo: 3 months post-intervention
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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
Prazo: 3 months post-intervention
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parent-report on the relationship subscale of the Parent-Teacher Involvement Scale
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3 months post-intervention
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parent-special education engagement
Prazo: 3 months post-intervention
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parent report on the Parent-Special Education Engagement Scale
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3 months post-intervention
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Colaboradores e Investigadores
Patrocinador
Colaboradores
Investigadores
- Investigador principal: Alice S Carter, PhD, University of Massachusetts, Boston
Datas de registro do estudo
Datas Principais do Estudo
Início do estudo
Conclusão Primária (Real)
Conclusão do estudo (Real)
Datas de inscrição no estudo
Enviado pela primeira vez
Enviado pela primeira vez que atendeu aos critérios de CQ
Primeira postagem (Estimativa)
Atualizações de registro de estudo
Última Atualização Postada (Real)
Última atualização enviada que atendeu aos critérios de controle de qualidade
Última verificação
Mais Informações
Termos relacionados a este estudo
Termos MeSH relevantes adicionais
Outros números de identificação do estudo
- UMassBoston
- 1R01MH104400-01 (Concessão/Contrato do NIH dos EUA)
Plano para dados de participantes individuais (IPD)
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