The FMF Connect Teacher Companion Website: developing and testing an FASD-informed intervention for teachers

FMF Connect Teacher Companion 网站：为教师开发和测试基于 FASD 的干预措施

• 批准号: 10462933
• 负责人: Carson Kautz-Turnbull
• 金额: $ 4.6万
• 依托单位: UNIVERSITY OF ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10462933
• 关键词: Academic achievement; Address; Advocacy; Affect; Alcohols; Award; Behavior; Behavioral; Caregivers; Child; Child Behavior; Cognitive; Companions; Competence; Computers; Consultations; Data; Development; Dropout; Educational workshop; Enrollment; Ensure; Evidence based intervention; Exposure to; Family; Feedback; Feeling; Fetal Alcohol Spectrum Disorder; Fetal alcohol effects; Future; Health; High Prevalence; Home; Informal Social Control; Internet; Intervention; Interview; Knowledge; Lead; Learning; Length; Low income; Mathematics; Memory; Mentors; Methodology; Mobile Health Application; Modeling; Neurodevelopmental Disability; Outcome; Parents; Participant; Pattern; Perception; Performance; Persons; Pharmaceutical Preparations; Pilot Projects; Population; Randomized; Research; Research Design; Research Institute; Research Personnel; Risk; Rural Population; School-Age Population; Schools; Self Efficacy; Self-Direction; Specialist; Students; Suspensions; Systems Theory; Teacher Professional Development; Teaching Materials; Technical Expertise; Testing; Theoretical model; Time; Training; Underserved Population; Universities; Washington; Work; career; child services; design; developmental disease; digital; digital intervention; disability; emotion regulation; ethnic minority; evidence base; executive function; experience; improved; learned behavior; mHealth; meetings; neurodevelopmental effect; people of color; pilot trial; prenatal exposure; programs; racial minority; rural area; school environment; sixth grade; sound; standardize measure; teacher; theories; therapy development; web site

PROJECT SUMMARY/ABSTRACT Fetal alcohol spectrum disorders (FASD) are highly prevalent yet underrecognized neurodevelopmental disabilities. Despite many being cognitively able, children with FASD are at risk of poor academic performance and school disruption including dropout, suspension, and expulsion. Deficits in executive functioning and self-regulation likely contribute to this risk. Teachers often do not receive effective training on how to support their students with FASD, and are frequently unaware of the effects of this neurodevelopmental disability on learning and behavior. Specifically, lack of training on FASD may lead teachers to interpret behavior as willful, rather than as a result of the disability, which can result in use of less effective behavior management strategies, and the teacher feeling frustrated and unsuccessful. The Families Moving Forward (FMF) Program and its derivative mobile health intervention, FMF Connect, provide an ideal framework to inform a scalable intervention for teachers. The FMF Program is a scientifically-validated behavioral consultation program, developed at Seattle Children’s Research Institute/University of Washington. Parent participants in development and initial trials of FMF Connect have emphasized the need for materials to share with teachers and school staff, and have specifically called for a teacher component to FMF Connect. The proposed project will address this need by developing and testing the FMF Connect Teacher Companion website. The aims of the proposed project are to 1a) utilize the ADAPT-ITT framework and incorporate stakeholder feedback to adapt materials from the FMF Program and FMF Connect to be relevant to teachers’ needs and the classroom setting; 1b) build a website incorporating these adapted materials and principles of effort-optimized interventions to increase engagement with digital interventions; and 2) pilot the website to determine feasibility for a larger trial, including technological functionality and study design acceptability. This project is essential to increase teacher knowledge of FASD and reduce barriers to quality services for children and families affected by FASD. This will be the first theory-informed and empirically-derived digital FASD intervention for teachers; it will be iteratively developed and informed by stakeholder feedback, ensuring its relevance in meeting teachers’ needs. It will also use ADAPT-ITT, a systematic and evidence-based framework to guide development, making it grounded in theory and methodologically sound. The proposed intervention will be self-directed and accessed at will, in contrast to an in-person training which happens at a given time for a given duration. It will also increase accessibility of evidence-based materials for teachers. The proposed project will also provide comprehensive mentored training to prepare the PI for a career as an independent investigator. Under the guidance of experts in the FASD, intervention, and school consultation fields, the PI will gain essential competencies in models of intervening in educational systems, theory and data-driven intervention development, and technical skills in intervention dissemination.

项目摘要/摘要 胎儿酒精谱系障碍(FASD)是一种非常普遍但未得到充分认识的神经发育疾病 残疾人士。尽管许多儿童具有认知能力，但患有FASD的儿童面临学习成绩差和 学校中断，包括辍学、停学和开除。行政职能和自我调节方面的缺陷 很可能是造成这种风险的原因。教师往往没有接受关于如何支持患有FASD的学生的有效培训， 而且常常没有意识到这种神经发育障碍对学习和行为的影响。具体来说， 缺乏对FASD的培训可能会导致教师将行为解释为故意的，而不是残疾的结果，这 会导致使用效果较差的行为管理策略，使教师感到沮丧和不成功。 家庭向前发展(FMF)计划及其衍生的移动健康干预，FMF Connect， 提供理想的框架，为教师提供可扩展的干预措施。FMF项目是一个经过科学验证的项目 行为咨询项目，由西雅图儿童研究所/华盛顿大学开发。父级 FMF Connect开发和初步试验的参与者强调了分享材料的必要性 教师和学校工作人员，并特别呼吁FMF连接的教师组件。拟议的项目将 通过开发和测试FMF Connect教师伙伴网站来满足这一需求。 拟议项目的目标是：1)利用适应--国际电话电报公司框架，并纳入利益攸关方 反馈以调整FMF计划和FMF Connect的材料，使其与教师的需求和课堂相关 环境；1b)建立一个网站，纳入这些经过调整的材料和努力优化干预措施的原则，以 增加与数字干预措施的接触；以及2)试行网站，以确定进行更大规模试验的可行性，包括 技术功能和研究设计的可接受性。 该项目对于增加教师对FASD的知识和减少提供优质服务的障碍至关重要 受FASD影响的儿童和家庭。这将是第一个理论知识和经验派生的数字FASD 对教师的干预；它将反复开发，并由利益相关者反馈提供信息，确保其与 满足教师的需求。它还将使用有系统和循证框架《适应--国际技术转让框架》来指导发展， 使其在理论和方法上都站得住脚。建议的干预将是自我导向的，并可通过 与面对面的培训不同，面对面的培训在给定的时间进行，持续一段时间。它还将增加 为教师提供循证材料的可及性。 拟议的项目还将提供全面的辅导培训，为私家侦探的职业生涯做好准备。 独立调查员。在FASD、干预和学校咨询领域的专家的指导下，PI 将在教育系统干预模型、理论和数据驱动干预方面获得基本能力 发展和干预传播方面的技术技能。