Outcomes of Teacher Training on Autism

描述(由申请者提供)：拟议的项目是一项试点研究，旨在开发“旨在针对学校和社区环境中患有复杂、并存和/或慢性疾病的儿童而设计的新的服务提供模式”。它是及时的，并回应了国家心理健康研究所PA：PAR-03-078，“从干预发展到服务：探索性研究赠款”1，并关注自闭症儿童研究和实践之间的滞后。这一差距很大，因为公共服务机构发现的自闭症儿童人数不断增加，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效果。纳入了国家研究理事会(NRC)2001年制定的有效做法准则和研究建议。将对照顾者、教师、学校变量以及儿童影响进行评估。这一干预措施的评估是纵向的，重点是一个学年期间的重要儿童结果以及家长/照顾者和教师的结果。这项建议的目的是：(1)通过前瞻性地跟踪60名教师接受指南针和教师没有接受指南针的儿童的随机样本，生成针对儿童的咨询方法(COMPASS)与“通常”教育项目发展实践的影响的试点数据和影响大小估计，以及(2)生成可能解释教师、儿童和家庭结果差异的其他因素(学校组织、教师、家长和儿童)的试点数据。

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.