Community-viable Family-school Partnership Intervention for Children with Social-communication Deficits in Early Childhood Education

对幼儿教育中存在社交沟通缺陷的儿童进行社区可行的家校合作干预

• 批准号: 10896806
• 负责人: Michael Siller
• 金额: $ 43.55万
• 依托单位: UNIVERSITY OF NORTH TEXAS
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10896806
• 关键词: Address; Administrator; Award; Behavior Therapy; Behavioral; Benchmarking; Characteristics; Child; Child Care; Child Support; Clinical; Collaborations; Communities; Data; Data Collection; Development; Developmental Delay Disorders; Developmental Disabilities; Early Intervention; Education; Educational Intervention; Educational Models; Elements; Enrollment; Evidence based practice; Failure; Family; Feedback; Focus Groups; Funding; Head Start Program; Hybrids; Individual; Instruction; Intervention; Interview; Lead; Learning; Measures; Mediating; Mental Health; Methods; Modeling; Nursery Schools; Outcome; Parents; Phase; Preparation; Preventive; Privatization; Problem behavior; Procedures; Process; Questionnaires; Readiness; Research; Risk; Sampling; Schools; Services; Site; Special Education; Specialist; Structure; Surveys; System; Testing; Toddler; Training; Underserved Population; Variant; Vocabulary; aged; autism spectrum disorder; barrier to care; community setting; early childhood; effectiveness evaluation; evidence base; feasibility research; field study; high risk; implementation fidelity; implementation framework; implementation measures; intervention delivery; kindergarten; learning outcome; literacy; pre-clinical; prevent; programs; randomized trial; recruit; satisfaction; skills; social communication; teacher

PROJECT SUMMARY Strategies for creating and maintaining reciprocal partnerships between teachers and parents are considered essential elements of developmentally appropriate practice in early childhood education (ECE). Particularly for children who are high-risk for behavioral, developmental, or mental health problems, effective partnerships between family and preschool are essential for promoting optimal classroom participation and learning outcomes. The current feasibility research uses an established implementation science framework to adapt and implement an evidence-based Family-School Partnership Intervention (FPSI) across a range of ECE settings. FSPI is delivered by existing preschool staff and aims to promote development and reduce barriers to learning among children with pre-clinical social-communication delays. FSPI integrates evidence-based practices (EBPs) from education (7 EBPs; National Association for the Education of Young Children) with clinical interventions for toddlers with autism spectrum disorder (ASD) (12 EBPs at the educator-parent level and 8 EBPs at the parent- child level; Naturalistic Developmental Behavioral Interventions). Initial staff training is completed during a single professional development day; implementation supports are offered by a research clinician throughout. A community-viable intervention to promote timely and appropriate supports for children with social-communication delays in ECE would support a foundational learning mechanism during the early childhood period. Related deficits in social-communication skills are characteristic for developmental disabilities such as ASD. In the U.S., 18%, 51%, and 66% of children aged 1-2, 3, or 4 years, respectively, are enrolled in center-based ECE, providing a natural and critical access point for addressing children’s early social-communication delays. The proposed implementation science framework (Dynamic Adaptation Process) has four phases intended to support the implementation of EBPs in community settings. During the first two phases (Exploration & Preparation; ~9 months), 30 stakeholders will engage in an iterative process to provide expertise and feedback to guide model adaptations while maintaining fidelity to the core elements of FSPI. Stakeholders will be selected systematically to account for the multi-system (Pre-K, Head Start, private childcare, special education) and multi- level (state administrators, ECE directors, teachers, parents) context of ECE. During the last two phases (Implementation & Sustainment), 30 parent-teacher teams from 10 ECE organizations (sampled to maximize variation) will be recruited to participate in field testing of FSPI. Data collection will focus on feasibility data (enrollment, attendance, attrition, data completion), observational measures of implementation fidelity (at the educator-parent and parent-child level), and mixed methods to evaluate educator and parent acceptability and satisfaction and identify implementation drivers/barriers. This research will prepare a large, multi-site hybrid trial to evaluate the effectiveness of FSPI for promoting social-communication skills and kindergarten readiness, in addition to factors that mediate the relation between FSPI delivery and fidelity (implementation drivers/barriers).

项目摘要 考虑到教师与父母之间建立和维持相互伙伴关系的策略 在幼儿教育（ECE）中发展适当实践的基本要素。特别是 高风险的行为，发展或心理健康问题的孩子，有效的伙伴关系 家庭和学前班之间对于促进最佳课堂参与和学习至关重要 结果。当前的可行性研究使用既定的实施科学框架来适应和 在ECE环境中实施基于证据的家庭学校伙伴关系干预（FPSI）。 FSPI由现有学龄前员工提供，旨在促进发展并减少学习障碍 在临床前社会通讯延迟的儿童中。 FSPI综合循证实践（EBP） 从教育（7个EBP；全国幼儿教育协会）进行临床干预措施 患有自闭症谱系障碍的幼儿（ASD）（教育家级别的12个EBP，父母的8个EBP 儿童级别；自然发展的行为干预措施）。初始员工培训在单个过程中完成 专业发展日；整个研究临床提供了实施支持。一个 社区可行的干预措施，以促进社会通讯儿童的及时和适当的支持 ECE的延迟将在幼儿期间支持基本的学习机制。有关的 社会通信技能的缺陷是ASD等发育障碍的特征。在美国， 分别为1-2、3或4岁的儿童中有18％，51％和66％的儿童被录入了基于中心的ECE，提供 解决儿童早期社会通讯延误的自然而关键的访问点。 拟议的实施科学框架（动态适应过程）具有四个阶段的意图 支持在社区环境中实施EBP。在前两个阶段（探索和 准备; 〜9个月），30个利益相关者将进行迭代过程以提供专业知识和反馈 指导模型适应，同时保持对FSPI核心元素的保真度。将选择利益相关者 系统地说明多系统（Pre-K，Head Start，私人育儿，特殊教育）和多系统 ECE的级别（国家管理员，ECE董事，教师，父母）的背景。在最后两个阶段 （实施与维持），来自10个ECE组织的30个家长教师团队（采样以最大化 变异将招募以参与FSPI的现场测试。数据收集将集中于可行性数据 （入学，出勤率，流失，数据完成），实施忠诚度的观察度量（在 教育者 - 父母和亲子级别），以及评估教育者和父母的可接受性的混合方法 满意并确定实施驱动因素/障碍。这项研究将准备大型多站点混合试验 评估FSPI在促进社会通讯技能和幼儿园准备方面的有效性， 除了介导FSPI交付与保真度之间关系的因素（实施驱动因素/障碍）。