A Randomized Trial of the STAR Program for Children with Autism Spectrum Disorder

针对自闭症谱系障碍儿童的 STAR 计划随机试验

• 批准号: 7645602
• 负责人: David S Mandell
• 金额: $ 65.12万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-07-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7645602
• 关键词: Address; Age; Autistic Disorder; Behavior; Child; Clinical; Communication; Country; Data; Decision Making; Development; Education; Educational Curriculum; Educational process of instructing; Effectiveness; Family Characteristics; Funding; Housing; Impairment; Individual; Intervention; Intervention Studies; Knowledge; Language; Life; Measures; Methods; Occupations; Outcome; Outcomes Research; Philadelphia; Pilot Projects; Policies; Population; Prevalence; Protocols documentation; Publishing; Randomized; Randomized Controlled Clinical Trials; Readiness; Reporting; Research; Research Design; Research Training; Role; Schools; Socialization; Stress; Structure; Students; Symptoms; System; Techniques; Time; Training; Translations; autism spectrum disorder; base; elementary school; evidence base; experience; functional outcomes; kindergarten; pressure; programs; public education; second grade; skills; social skills; standard of care; teacher

DESCRIPTION (provided by applicant): This application, A Randomized Trial of the STAR Program for Children with Autism Spectrum Disorders, capitalizes on the impending implementation of STAR (Strategies for Teaching Based on Autism Research) in the School District of Philadelphia and seeks support to conduct a randomized controlled field trial of this classroom-based program. The primary aims are to examine the effects of STAR versus the comparison condition on academic progress and impairments associated with ASD. We will assess changes, over the course of an academic year, in: 1. School readiness, with a focus on pre-academic skills; 2. Communication, including use of expressive and receptive language; 3. Socialization and social skills; and 4. Adaptive and challenging behaviors. The secondary aims are to examine the potentially moderating role between STAR and these outcomes of: 1. Children's symptoms and chronological and developmental age at baseline; 2. Teacher effects, specifically fidelity of program implementation and training and experience; 3. Other interventions received prior to and concurrent with the study period; and 4. Family characteristics. The Philadelphia School District plans to use STAR for the approximately 330 children in 42 kindergarten- through-2nd grade autism support classrooms starting in September 2008. If this proposal is funded, the district will randomize teachers and aides in half of these classrooms to STAR training and delay training the other half until 2009. Teachers in the latter group will receive training of equal intensity in Structured Teaching, the district's current standard of care. Measures will be taken at the beginning, middle and end of the academic year. Child measures will address academic progress, communication, socialization and behavior, clinical presentation and use of other interventions. Teacher measures will include knowledge, experience, and job-related stress. We will assess program fidelity through independent observations. Findings from the proposed study would provide timely and critical evidence regarding the implementation and effectiveness of one promising practice, with direct relevance to translation of findings into practice and policy.

描述（由申请人提供）：本申请，自闭症谱系障碍儿童STAR项目的随机试验，利用即将在费城学区实施的STAR（基于自闭症研究的教学策略），寻求支持对这个基于课堂的项目进行随机对照实地试验。主要目的是检查STAR与比较条件对ASD相关的学业进步和障碍的影响。我们将评估变化，在一个学年的过程中，在：1。入学准备，重点是学业前技能；2. 沟通，包括使用表达性和接受性语言；3. 社交和社交技能；和4。适应性和挑战性行为。次要目的是检查STAR与这些结果之间的潜在调节作用：儿童症状与基线时的实足年龄和发育年龄；2. 教师效应，特别是项目实施、培训和经验的保真度；3. 在研究期间之前和同时接受的其他干预措施；和4。家庭的特点。费城学区计划从2008年9月开始，为42个幼儿园到二年级自闭症支持教室的330名儿童使用STAR。如果这项提案获得资助，该地区将随机抽取一半教室的教师和助手进行STAR培训，并将另一半的培训推迟到2009年。后一组教师将接受同等强度的结构化教学培训，这是该地区目前的护理标准。将在学年开始、中期和结束时采取措施。儿童措施将涉及学业进展、沟通、社会化和行为、临床表现和其他干预措施的使用。教师的衡量标准将包括知识、经验和与工作相关的压力。我们将通过独立观察来评估节目的保真度。拟议研究的结果将为一项有前途的做法的实施和有效性提供及时和关键的证据，并与将研究结果转化为实践和政策直接相关。

项目成果

Concerns of parents and teachers of children with autism in elementary school.

• DOI: 10.1177/1362361315588199
• 发表时间: 2016-05
• 期刊: Autism : the international journal of research and practice
• 作者: Azad G;Mandell DS
• 通讯作者: Mandell DS

Implementation challenges in translating pivotal response training into community settings.

• DOI: 10.1007/s10803-013-1826-7
• 发表时间: 2013-12-01
• 期刊: Journal of autism and developmental disorders
• 影响因子: 3.9
• 作者: Suhrheinrich, Jessica;Stahmer, Aubyn C;Mandell, David
• 通讯作者: Mandell, David

Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools.

对学校自闭症儿童的社交技能干预的基于实践的模型与基于研究的模型进行比较。

• DOI: 10.1016/j.rasd.2019.02.002
• 发表时间: 2019
• 期刊: Research in autism spectrum disorders
• 影响因子: 2.5
• 作者: Locke,Jill;Rotheram-Fuller,Erin;Harker,Colleen;Kasari,Connie;Mandell,DavidS
• 通讯作者: Mandell,DavidS

All Together Now: Measuring Staff Cohesion in Special Education Classrooms.

现在一起：衡量特殊教育教室员工的凝聚力。

• DOI: 10.1177/0734282914554853
• 发表时间: 2015
• 期刊: Journal of psychoeducational assessment
• 影响因子: 1.7
• 作者: Kratz,HilaryE;Locke,Jill;Piotrowski,Zinnia;Ouellette,RachelR;Xie,Ming;Stahmer,AubynC;Mandell,DavidS
• 通讯作者: Mandell,DavidS

Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention.

在行为干预的随机试验中，自闭症谱系障碍儿童认知和社会结果的相关性。

• DOI: 10.1177/1362361313479181
• 发表时间: 2014-05
• 期刊: Autism : the international journal of research and practice
• 作者: Locke J;Rotheram-Fuller E;Xie M;Harker C;Mandell D
• 通讯作者: Mandell D