Improving Transition Outcomes in ASD using COMPASS

使用 COMPASS 改善自闭症谱系障碍 (ASD) 的过渡结果

• 批准号: 9027919
• 负责人: LISA A RUBLE
• 金额: $ 2.71万
• 依托单位: UNIVERSITY OF KENTUCKY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-04-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9027919
• 关键词: Accounting; Address; Adolescent and Young Adult; Adult; Age; Autistic Disorder; Books; Case-Control Studies; Characteristics; Child; Competence; Consultations; Control Groups; Data; Decision Making; Development; Education; Employment; Environmental Risk Factor; Evidence based intervention; Feedback; Focus Groups; Funding; Future; Goals; Health; Health Insurance; Hour; Housing; Individual; Intervention; Laws; Length; Life; Manuals; Measures; Methods; Modeling; National Institute of Mental Health; Occupations; Outcome; Parents; Participant; Persons; Placebo Control; Policies; Policy Maker; Procedures; Process; Provider; Randomized Controlled Trials; Reporting; Research; Resources; Sampling; School Teachers; Schools; Services; Social Security; Students; Technology; Testing; Transportation; Triad Acrylic Resin; United States National Institutes of Health; Videoconferences; Videoconferencing; Youth; autism spectrum disorder; base; evidence base; implementation research; improved; meetings; member; person centered; prevent; programs; research study; response; skills; success; teacher

DESCRIPTION (provided by applicant): This application responds to the identified need for developing and testing a model for transition to adult supports and services for individuals with autism spectrum disorders (ASD) that prevents lapses in services and enhances functional life outcomes. The proposal also addresses concerns raised by the Interagency Autism Coordinating Committee of a "critical lack of tested interventions for adolescents and young adults." Although federal education law mandates that public schools provide transition services as part of the Individualized Education Program (IEP), the promise and potential for a well-coordinated and planned transition is not being met. The proposed study builds on two randomized controlled trials of a parent-teacher consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for young children with ASD, data on efficacy for both traditional face-to-face and videoconferencing technology delivery methods, and a book-length treatment manual. COMPASS is an implementation strategy that assists in transferring evidence based approaches into classrooms and assists public school special educators and parents in ecological assessment, research-informed goal development, and person-centered decision-making for individualizing evidence-based interventions for children with ASD. The COMPASS intervention consists of an initial parent-teacher session (3 hours) occurring near the start of the school year, followed by four 1-hour teacher coaching. The first aim is to conduct focus groups with stakeholders including policy makers, parents, teachers, service providers, and persons with ASD to get feedback on (i) strengths and weaknesses of state policies and services and resources that exist or are needed to support effective implementation of best practices for transition age youth with ASD; (ii) other concerns impacting adult services such as housing, social security, health insurance, transportation; and (iii) specific aspects of COMPASS that would need to be adapted/revised to meet the needs of transition age youth. Based on these results, we will identify measures that would need to be adapted/developed and obtain feedback from a subsample of focus group members on the measures. Our second aim is to conduct a two wave pilot randomized controlled trial of the adapted COMPASS for transition planning using the new procedures and measures (n = 32 participant triads-consultant, teacher, student with ASD) using a mixed methods approach. We will obtain qualitative feedback on the intervention (acceptability, feasibility, outcomes) and use data to revise/adapt second wave implementation as well as to help inform further applications in adult settings. Lastly, we will conduct qualitative case studie based on individuals with ASD who have low and high performing outcomes to understand factors that might explain differential response to the intervention and use to revise/adapt second wave implementation.

描述（由申请人提供）：本申请响应了开发和测试为自闭症谱系障碍 (ASD) 患者过渡到成人支持和服务的模型的已确定需求，该模型可防止服务失误并增强功能性生活结果。该提案还解决了机构间自闭症协调委员会提出的“针对青少年和年轻人严重缺乏经过测试的干预措施”的担忧。尽管联邦教育法要求公立学校提供过渡服务，作为个性化教育计划 (IEP) 的一部分，但协调良好、有计划的过渡的承诺和潜力尚未实现。这项拟议的研究建立在两项随机对照试验的基础上，该试验针对患有自闭症谱系障碍（ASD）幼儿的家长与教师咨询干预措施（称为“促进能力和成功的协作模型”（COMPASS））、传统面对面和视频会议技术交付方法的疗效数据以及一本书长的治疗手册。 COMPASS 是一项实施策略，有助于将基于证据的方法转移到课堂，并协助公立学校特殊教育工作者和家长进行生态评估、基于研究的目标制定和以人为本的决策，为自闭症谱系障碍儿童提供个性化的基于证据的干预措施。 COMPASS 干预包括在学年开始时举行的初步家长教师会议（3 小时），以及随后的四次 1 小时的教师辅导。第一个目标是与政策制定者、家长、教师、服务提供者和自闭症谱系障碍人士等利益相关者开展焦点小组讨论，以获取以下方面的反馈：(i) 现有或需要支持有效实施患有自闭症谱系障碍的过渡年龄青少年最佳实践的国家政策和服务以及资源的优缺点； (二) 其他 影响住房、社会保障、健康保险、交通等成人服务的问题； (iii) COMPASS 需要调整/修订的具体方面，以满足过渡年龄青年的需求。根据这些结果，我们将确定需要调整/制定的措施，并从焦点小组成员的子样本中获取有关这些措施的反馈。我们的第二个目标是使用混合方法，使用新的程序和措施（n = 32 名参与者三合会顾问、教师、自闭症谱系障碍学生）对改编后的 COMPASS 过渡计划进行两波试点随机对照试验。我们将获得有关干预措施的定性反馈（可接受性、可行性、结果），并使用数据来修改/调整第二波实施，并帮助为成人环境中的进一步应用提供信息。最后，我们将根据具有低绩效和高绩效结果的 ASD 个体进行定性案例研究，以了解可能解释干预措施差异反应的因素，并用于修改/调整第二波实施。