Outcomes of Teacher Training on Autism

描述（由申请人提供）：拟议的项目是试点研究，旨在开发“新的服务提供模式，旨在针对儿童与复杂的，共病和/或慢性疾病在学校和社区为基础的设置。这是及时的，并回应了国家精神卫生研究所PA：PAR-03-078，“从干预发展到服务：探索性研究赠款“1和对自闭症儿童研究与实践之间滞后的关注。这一差距很大，因为公共服务机构发现的自闭症儿童越来越多，而且缺乏训练有素的社区和学校工作人员。这项拟议的研究将评估一种创新的治疗方法对参加社区公立学校项目的自闭症儿童的影响。国家研究理事会2001年提出的有效做法准则和研究建议被纳入其中。照顾者，教师和学校的变量，以及儿童的影响将进行评估。对这一干预措施的评价是纵向的，重点是一个学年内重要的儿童成果以及家长/照顾者和教师的成果。这项建议的目的是：（1）通过前瞻性随机抽样跟踪60名教师接受COMPASS和教师未接受COMPASS的儿童，生成儿童特定咨询方法（COMPASS）与“常规”教育计划开发实践的影响的试点数据和效应量估计，以及（2）生成额外因素的试点数据（学校组织，教师，父母和孩子），可以解释教师，孩子和家庭结果的差异。

DESCRIPTION (provided by applicant): The proposed project is pilot research aimed at developing "novel service delivery models designed to target children with complex, comorbid and/or chronic conditions in school and community-based settings." It is timely and responds to the National Institute of Mental Health PA: PAR-03-078, "From intervention development to services: Exploratory research grants"1 and a concern of the lag between research and practice for children with autism. This gap is significant because of the increasing numbers of children with autism identified by public service agencies and a lack of trained community and school-based personnel. The proposed study will evaluate the effects of an innovative treatment approach for children with autism who participate in community-based public school programs. Guidelines of effective practice and recommendations for research generated by the National Research Council (NRC) in 2001 are incorporated. Caregiver, teacher, and school variables, as well as child effects will be evaluated. The evaluation of this intervention is longitudinal and focuses on important child outcomes over a period of one school year as well as parent/caregiver and teacher outcomes. The aims of this proposal are: (1) To generate pilot data and effect size estimates of the impact of a child-specific consultation approach (COMPASS) vs. "usual" educational program development practice by prospectively following a random sample of 60 children whose teachers received COMPASS and whose teachers did not receive COMPASS, and (2) to generate pilot data of additional factors (school organization, teacher, parent, and child) that may account for variance in teacher, child, and family outcomes.