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: 10574554
• 负责人: Gazi Ferdousi Azad
• 金额: $ 14.28万
• 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 2024-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10574554
• 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; Home; Improve Access; Intervention; Interview; Knowledge; Literature; Measures; Mental Health Services; 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; Students; Surveys; Testing; Theoretical model; Training; Translating; Universities; Work; acceptability and feasibility; autistic children; 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; skills; skills training; success; teacher; treatment adherence; 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.

项目总结/摘要 这个指导的以病人为导向的研究职业发展（K23）奖的目标是支持可以- didate在启动职业生涯作为一个以学校为基础的心理健康服务研究员。的首要目标 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， 家长和教师在整个家庭中进行相同的循证实践（EBP）时保持一致 还有学校在肯尼迪克里格研究所和约翰霍普金斯大学进行的培训是根据 Rebecca Landa博士和一个多学科共同导师团队的指导。培训目标包括：（1） 在向学校过渡期间（即， pre-k）为ASD儿童; 2）翻译健康传播理论和实践中开发的策略 在幼儿教育环境中使用;和3）获得进行以学校为基础的试验的技能， 使用混合方法。该研究建议建立逻辑从候选人的NRSA F32用于开发 学校伙伴，一种咨询模式，自闭症儿童的家长和老师在学校里， 支持从学校到家庭复制干预要素。这种模式缺乏明确的重点， 在向学校过渡期间进行教育沟通技能培训。差距可以使用 LEAPS框架，一种由基于网络的视频组成的患者-医生沟通干预。的 本K23的研究目标是：1）通过调整LEAPS用于教育设置来完善学校合作伙伴- 2）应用它来改善家长与教师在孩子过渡到学校的沟通， 自闭症目标1建议为ASD过渡儿童的父母和教师调整LEAPS框架- 去上学。将使用定性方法与三个焦点小组（n=6家长; n=6教师; n= 6部分）， 教师和教师）。目标2将使用混合方法对环境控制系统的可行性和可接受性进行试点测试，见 OS.在完成ECS培训后，家长-教师配对（n=10）将完成调查并接受采访， 从而产生最终的18个ECS视频集。在目标3中，教师（n=24）将被随机分配到学校伙伴 有（n=12）或无（n=12）ECS。每位教师将与两个不同孩子的父母（n=48）合作，结果- 每种情况下24对。将有两波数据收集（前和后）。变化机制 包括沟通知识（ECS）、一致导向（联盟、关系质量）和技能（问题 解决）。近端结果是忠诚度（家长或教师对共同构建的学生干预的忠诚度 计划，SIP）的连续性（家长和教师对SIP的忠诚度），以及合作伙伴的可行性和可接受性， 学校有ECS。远端结果包括家长-教师（自我效能、满意度）和儿童（改善 在行为和家长/教师的关注）变量。这项工作与NIMH的优先事项是一致的，因为它是- 建立研究与实践的伙伴关系，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。

项目成果

Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder.

• DOI: 10.1080/10474412.2020.1830100
• 发表时间: 2021
• 期刊: Journal of educational and psychological consultation : the official journal of the Association for Educational and Psychological Consultants
• 作者: Azad GF;Marcus SC;Mandell DS
• 通讯作者: Mandell DS

Partners in School: An Implementation Strategy to Promote Alignment of Evidence-Based Practices Across Home and School for Children with Autism Spectrum Disorder.

• DOI: 10.1007/s10488-020-01064-9
• 发表时间: 2021-03
• 期刊: Administration and policy in mental health
• 作者: Azad GF;Minton KE;Mandell DS;Landa RJ
• 通讯作者: Landa RJ

The influence of race on parental beliefs and concerns during an autism diagnosis: A mixed-method analysis.

• DOI: 10.1177/13623613211044345
• 发表时间: 2022-07
• 期刊: Autism : the international journal of research and practice
• 作者: Azad G;Holingue C;Pfeiffer D;Dillon E;Reetzke R;Kalb L;Menon D;Hong JS;Landa R
• 通讯作者: Landa R

Key stakeholder perspectives on obstacles to an autism-specific Medicaid waiver service delivery model.

• DOI: 10.1111/jar.12940
• 发表时间: 2022-01
• 期刊: Journal of applied research in intellectual disabilities : JARID
• 作者: Holingue C;Jang Y;Azad G;Landa R
• 通讯作者: Landa R

Interagency Collaboration for Pediatric Autism Spectrum Disorder: Perspectives of Community-Based Providers.

儿童自闭症谱系障碍的机构间合作：社区提供者的观点。

• DOI: 10.1016/j.xjep.2021.100433
• 发表时间: 2021
• 期刊: Journal of interprofessional education & practice
• 作者: Azad,Gazi;McClain,MaryellenBrunson;Haverkamp,Cassity;Maxwell,Barbara;Shahidullah,JeffreyD
• 通讯作者: Shahidullah,JeffreyD