Partners in School: Promoting Continuity across Home and School for Children with Autism by Improving Parent-Teacher Communication during the Transition to School

学校合作伙伴：通过在学校过渡期间改善家长与老师的沟通，促进自闭症儿童在家庭和学校之间的连续性

• 批准号: 10402243
• 负责人: Gazi Ferdousi Azad
• 金额: $ 15.27万
• 依托单位: NEW YORK STATE PSYCHIATRIC INSTITUTE DBA RESEARCH FOUNDATION FOR MENTAL HYGIENE, INC
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10402243
• 关键词: Address; Area; Award; Baltimore; Behavior; Behavioral; Child; Cities; Communication; Communication Barriers; Communities; Complement; Confidence Intervals; Consultations; Continuity of Patient Care; County; Data Collection; Development; Distal; Doctor of Philosophy; Education; Elements; Ensure; Evidence based practice; Feedback; Focus Groups; Funding; Goals; Health; Home; Improve Access; Institutes; Intervention; Interview; Knowledge; Literature; Measures; Mental Health Services; Mentored Patient-Oriented Research Career Development Award; Mentors; Methods; Modeling; National Institute of Mental Health; National Research Service Awards; Nursery Schools; Online Systems; Outcome; Parents; Participant; Partnership Practice; Patients; Physicians; Problem Solving; Public Health; Qualitative Methods; Randomized; Regulation; Research; Research Personnel; Research Support; Sampling; Schools; Science; Self Efficacy; Service delivery model; Services; Students; Surveys; Testing; Theoretical model; Training; Translating; Universities; Work; acceptability and feasibility; autistic children; base; career; career development; communication theory; direct application; dosage; early childhood; evidence base; health communication; improved; innovation; multidisciplinary; patient oriented research; pilot test; pilot trial; programs; recruit; satisfaction; school health; skills; skills training; success; teacher; treatment planning

PROJECT SUMMARY/ABSTRACT The goal of this Mentored Patient-Oriented Research Career Development (K23) Award is to support the can- didate in launching a career as a school-based mental health services researcher. The overarching goal of the candidate’s research is to maximize continuity for children with autism spectrum disorder (ASD) by ensuring that parents and teachers are aligned in conducting the same evidence-based practices (EBPs) across home and school. Training at the Kennedy Krieger Institute and Johns Hopkins University is proposed under the guidance of Rebecca Landa, PhD, and a team of multidisciplinary co-mentors. Training goals include: 1) de- veloping expertise in the communication needs of parents and teachers during the transition to school (i.e., pre-k) for children with ASD; 2) translating strategies developed in health communication theory and practice for use in early childhood educational settings; and 3) gaining skills in conducting school-based trials with the use of mixed methods. The research proposed builds logically from the candidate’s NRSA F32 used to develop Partners in School, a consultation model where parents and teachers of elementary children with ASD are supported in duplicating intervention elements from school to home. This model is lacking an explicit focus on education communication skills (ECS) training during the transition to school. The gap may be addressed using the LEAPS framework, a patient-physician communication intervention comprised of web-based videos. The research goals of this K23 are to: 1) refine Partners in School by adapting LEAPS for use in educational set- tings; and 2) apply it to improve parent-teacher communication during the transition to school for children with ASD. Aim 1 proposes to adapt the LEAPS framework for parents and teachers of children with ASD transition- ing to school. Qualitative methods will be used with three focus groups (n=6 parents; n=6 teachers; n= 6 par- ents and teachers). Aim 2 will use mixed methods to pilot test the feasibility and acceptability of the ECS vide- os. After finishing the ECS trainings, parent-teacher dyads (n=10) will complete a survey and be interviewed, resulting in a final set of 18 ECS videos. In Aim 3, teachers (n=24) will be randomized to Partners in School with (n=12) or without (n=12) ECS. Each teacher will work with a parent of two different children (n=48), result- ing in 24 dyads per condition. There will be two waves of data collection (pre and post). Mechanisms of change include communication knowledge (ECS), aligned orientation (alliance, relationship quality), and skills (problem solving). Proximal outcomes are fidelity (parent or teacher fidelity to the co-constructed student intervention plan, SIP) continuity (parent and teacher fidelity to the SIP), and feasibility and acceptability of Partners in School with ECS. Distal outcomes include parent-teacher (self-efficacy, satisfaction) and child (improvements in behavior and parent/teacher concerns) variables. This work is aligned with NIMH’s priorities because it es- tablishes a research-practice partnership, develops a service delivery model by adapting an evidence-based health communication strategy, and applies this new method to improve access and continuity of care.

项目摘要/摘要 这项以病人为本的导师研究事业发展奖(K23)的目的是支持 作为一名以学校为基础的精神健康服务研究人员，开始了自己的职业生涯。的首要目标是 候选人的研究是通过确保自闭症谱系障碍(ASD)儿童的连续性最大化 家长和老师在家庭中进行同样的循证实践(EBP)是一致的 还有学校。肯尼迪·克里格研究所和约翰·霍普金斯大学的培训是根据 丽贝卡·兰达博士和一个多学科联合导师团队的指导。培训目标包括：1)消除 培养家长和教师在过渡到学校期间的交流需求方面的专业知识(即， Pre-k)为患有自闭症的儿童；2)翻译在健康传播理论和实践中制定的策略 在幼儿教育环境中使用；以及3)获得进行基于学校的试验的技能 使用混合方法。这项研究建议从候选人用于开发的NRSA F32进行逻辑构建 合作伙伴在学校，一种咨询模式，患有自闭症的小学儿童的父母和老师 支持将干预要素从学校复制到家庭。这个模型缺乏明确的重点是 过渡到学校期间的教育沟通技能(ECS)培训。这一差距可以通过以下方式解决 LEAPS框架是一种由基于网络的视频组成的医患沟通干预。这个 本K23的研究目标是：1)通过调整LEAP以用于教育环境，以完善学校合作伙伴- Tings；以及2)将其应用于改善有以下问题的儿童在入学过渡期间的家长与教师的沟通 ASD.目标1建议为患有自闭症过渡期儿童的父母和教师调整LEAPS框架- 去学校了。定性方法将用于三个重点小组(n=6名家长；n=6名教师；n=6名学生) 企业和教师)。目标2将采用混合方法试行环境保护计划的可行性和可接受性。 操作系统。在完成ECS培训后，家长-教师二人组(n=10)将完成调查并接受采访， 最终产生了18个ECS视频。在目标3中，教师(n=24)将随机分配给学校的合作伙伴 有ECS(n=12)或无ECS(n=12)。每名教师将与两个不同孩子(n=48)的家长一起工作，结果- 每种情况下输入24个二联体。将有两波数据收集(事前和事后)。变革的机制 包括沟通知识(ECS)、一致取向(联盟、关系质量)和技能(问题 正在解决)。最接近的结果是保真度(家长或教师对共同构建的学生干预的保真度 计划、SIP)连续性(家长和教师对SIP的忠诚度)，以及合作伙伴在 和ECS一起上学。远端结果包括家长-教师(自我效能感、满意度)和孩子(改进 在行为和家长/老师的关注中)变量。这项工作与NIMH的优先事项一致，因为它是- 建立研究-实践合作伙伴关系，通过采用基于证据的 卫生传播战略，并应用这一新方法来改善护理的可及性和连续性。