Stepped Transition in Education Program for Emerging Adults with Autism: Pilot Effectiveness Trial
新兴成人自闭症教育计划的逐步过渡:试点有效性试验
基本信息
- 批准号:10569919
- 负责人:
- 金额:$ 22.35万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2023
- 资助国家:美国
- 起止时间:2023-01-01 至 2025-12-31
- 项目状态:未结题
- 来源:
- 关键词:AddressAdolescent and Young AdultAdultAdvocateAftercareAgeAttitudeBehaviorCharacteristicsClientClinicClinicalClinical effectivenessCommunitiesConsolidated Framework for Implementation ResearchCultural SensitivityDataEconomic BurdenEducationEducational CurriculumEffectivenessEffectiveness of InterventionsEmploymentEnrollmentFaceFamilyFeedbackFutureGoalsHybridsImpairmentIndependent LivingIndividualInformal Social ControlInterpersonal RelationsInterventionInterviewLifeLightMediatingMediationMethodsModelingOccupationsOutcomeOutcome AssessmentParticipantPersonsPopulationPractical trialPreparationProgram EffectivenessProviderPublic HealthQualitative MethodsQuality of lifeRandomizedRandomized, Controlled TrialsReadinessRegulationReportingResearchSamplingSecondary SchoolsSelf DeterminationSelf PerceptionSiteSocial InteractionSpeedStructureStudentsTestingThinkingTrainingTranslationsUnemploymentVocationVocational rehabilitationactive controladolescent with autism spectrum disorderadult with autism spectrum disorderautism spectrum disorderclinical practicecollegecommunity cliniccommunity engagementcontextual factorsdesigneffectiveness testingeffectiveness trialemerging adultevidence basefollow-upfunctional independencefunctional outcomeshigh schoolimplementation barriersimplementation designimplementation facilitatorsimplementation/effectivenessimpressionimprovedimproved outcomeindividuals with autism spectrum disorderinformantpeerpost implementationpost interventionprimary outcomeprogramsself relianceservices as usualskill acquisitionskillsstakeholder perspectivessuccessteleconsultationyoung adultyoung adult with autism spectrum disorder
项目摘要
PROJECT SUMMARY
The long-term goal of this research is to improve adult outcomes for people with autism spectrum disorder
(ASD). Adolescents and young adults with ASD tend to have worse outcomes, with respect to employment,
education, and quality of life, than neurotypical peers. These outcomes include under-enrollment into college,
unemployment, and limited functional independence. Research-informed transition planning that addresses
core impairments in skills related to adult autonomy, including self-knowledge, self-determination, and self-
regulation, may improve outcomes for this growing population. In prior research, we developed a stakeholder-
involved transition program (STEPS: Stepped Transition in Education Program for Students with ASD) and
found it to be feasible, acceptable, and efficacious. Data from a small randomized controlled trial (RCT)
focusing on feasibility indicated that it was acceptable to participants and suggested STEPS was effective in
improving readiness for transition to adulthood. We will now test the effectiveness of STEPS, and engagement
of target mechanisms, in partnership with four community agencies. This study is designed as a Hybrid Type 1,
which focuses primarily on intervention effectiveness with a secondary focus on factors related to
implementation. We assess the immediate (post-treatment) and longer-term (six month follow-up) clinical
outcomes of adult functional outcomes and vocational engagement. We will also determine the degree to
which STEPS leads to change in the theoretical mediating mechanisms (i.e., adult autonomy skills) and
formally test mediation (i.e., the degree to which change in adult autonomy skills leads to change in adult
functional outcomes). From the providers, we will seek qualitative information on implementation such as
thoughts on STEPS’ cultural sensitivity, and quantitative data on the appropriateness, feasibility, and
acceptability of STEPS. We also track providers’ sustained use of STEPS with their clients in the six months
after study enrollment has ended. This research will produce findings that have the potential to shift clinical
practice related to transition to adulthood for people with ASD. In light of the fact that approximately 70,000
people with ASD age into adulthood every year and the economic burden associated with ASD, the potential
public health impact of this research is considerable.
项目概要
这项研究的长期目标是改善自闭症谱系障碍患者的成年结局
(自闭症谱系障碍)。患有自闭症谱系障碍的青少年和年轻人往往在就业、
受教育程度和生活质量高于正常同龄人。这些结果包括大学入学率不足,
失业和有限的职能独立性。以研究为依据的过渡规划,旨在解决
与成人自主相关的核心技能障碍,包括自我认识、自决和自我认知
监管可能会改善这一不断增长的人口的结果。在之前的研究中,我们开发了一个利益相关者——
涉及的过渡计划(STEPS:自闭症谱系障碍学生教育计划的逐步过渡)以及
认为该方案可行、可接受且有效。来自小型随机对照试验 (RCT) 的数据
重点关注可行性,表明参与者可以接受,并建议 STEPS 在以下方面是有效的:
提高向成年过渡的准备度。我们现在将测试 STEPS 的有效性和参与度
与四个社区机构合作制定目标机制。这项研究被设计为混合类型 1,
主要关注干预效果,其次关注与以下因素相关的因素:
执行。我们评估即时(治疗后)和长期(六个月随访)临床
成人功能结果和职业参与的结果。我们还将确定程度
哪些步骤导致理论中介机制(即成人自主技能)的变化以及
正式测试调解(即成人自主技能的变化导致成人自主技能变化的程度)
功能结果)。我们将从提供商处寻求有关实施的定性信息,例如
关于 STEPS 文化敏感性的思考,以及关于适当性、可行性和可行性的定量数据
步骤的可接受性。我们还跟踪提供商在六个月内与其客户持续使用 STEPS 的情况
研究注册结束后。这项研究将产生有可能改变临床的发现
与自闭症谱系障碍患者过渡到成年相关的实践。鉴于大约 70,000
自闭症谱系障碍 (ASD) 患者每年都会进入成年期,以及与自闭症谱系障碍 (ASD) 相关的经济负担、潜在的
这项研究对公共健康的影响是相当大的。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Susan Williams White其他文献
Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research
- DOI:
10.1007/s10803-006-0320-x - 发表时间:
2006-12-29 - 期刊:
- 影响因子:2.800
- 作者:
Susan Williams White;Kathleen Keonig;Lawrence Scahill - 通讯作者:
Lawrence Scahill
Susan Williams White的其他文献
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{{ truncateString('Susan Williams White', 18)}}的其他基金
Optimizing CBT Implementation among Community Providers Through Internet-based Consultation and Networking (i-CAN)
通过基于互联网的咨询和网络 (i-CAN) 优化社区提供商之间的 CBT 实施
- 批准号:
10503091 - 财政年份:2022
- 资助金额:
$ 22.35万 - 项目类别:
Optimizing CBT Implementation among Community Providers Through Internet-based Consultation and Networking (i-CAN)
通过基于互联网的咨询和网络 (i-CAN) 优化社区提供商之间的 CBT 实施
- 批准号:
10676908 - 财政年份:2022
- 资助金额:
$ 22.35万 - 项目类别:
Development of a novel neurotechnology to promote emotion recognition in autism
开发一种新型神经技术来促进自闭症患者的情绪识别
- 批准号:
8635153 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
STEPS: Stepped Transition in Education Program for Students with ASD
STEPS:针对自闭症谱系障碍学生的教育计划的逐步过渡
- 批准号:
9125901 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
STEPS: Stepped Transition in Education Program for Students with ASD
STEPS:针对自闭症谱系障碍学生的教育计划的逐步过渡
- 批准号:
8754941 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
STEPS: Stepped Transition in Education Program for Students with ASD
STEPS:针对自闭症谱系障碍学生的教育计划的逐步过渡
- 批准号:
8918751 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
Development of a novel neurotechnology to promote emotion recognition in autism
开发一种新型神经技术来促进自闭症患者的情绪识别
- 批准号:
9131476 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
Development of a novel neurotechnology to promote emotion recognition in autism
开发一种新型神经技术来促进自闭症患者的情绪识别
- 批准号:
8821669 - 财政年份:2014
- 资助金额:
$ 22.35万 - 项目类别:
A Cognitive-Behavioral Intervention for Children with Autism Spectrum Disorders
针对自闭症谱系障碍儿童的认知行为干预
- 批准号:
7690217 - 财政年份:2007
- 资助金额:
$ 22.35万 - 项目类别:
A Cognitive-Behavioral Intervention for Children with Autism Spectrum Disorders
针对自闭症谱系障碍儿童的认知行为干预
- 批准号:
7237038 - 财政年份:2007
- 资助金额:
$ 22.35万 - 项目类别:
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