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Iterative Redesign of a Multifaceted Implementation Strategy for a School-based Behavioral Skills Intervention

迭代重新设计校本行为技能干预的多方面实施策略

基本信息

批准号：
10621642
负责人：
JILL J LOCKE
金额：
$ 20.05万
依托单位：
UNIVERSITY OF WASHINGTON
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-05-15 至 2028-03-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10621642
关键词：
Address Adoption Affect Behavior Behavior Therapy Behavioral Calendar Characteristics Child Child Behavior Child Rearing Clinical Communities Consultations Country Data Deterioration Discover, Design, Build, and Test Framework Education Educational Intervention Educational process of instructing Effectiveness Ensure Evaluation Evidence based intervention Evidence based practice Exposure to Financial cost Funding Future Glean Individual Intervention Intervention Studies Interview Knowledge Learning Manuals Mental Health Methods Modification Names National Institute of Mental Health Neurodevelopmental Disorder Outcome Participant Persons Phase Preparation Prevalence Primary Schools Provider Public Health Quality of life Research Research Design Research Support Resources Schools Site-Directed Mutagenesis Students Technology Testing Theory of Change Training United States United States National Institutes of Health Universities Washington adolescent with autism spectrum disorder autism spectrum disorder autistic autistic children behavioral health behavioral outcome caregiver education contextual factors coronavirus disease design economic cost elementary school empowerment evidence base implementation design implementation intervention implementation outcomes implementation strategy implementation trial improved medical specialties meetings mobile application practice factors prototype psychosocial public education skills teacher uptake usability

项目摘要

ABSTRACT While the evidence base has grown for interventions for autistic youth, few of these interventions are being implemented in public schools, the primary setting in which autistic children receive intervention, due to misalignment of existing implementation strategies with that setting. There is a need for contextually appropriate implementation strategies to be used to support lay providers in learning and using these interventions. This three-year project will apply the local Discover, Design, Build, and Test (DDBT) framework to redesign and then pilot a multifaceted implementation strategy to support paraeducator use of a behavioral skills evidence-based intervention, RUBI for Educational Settings (RUBIES), for autistic children in public schools. The proposed study aims to: 1) identify targets for redesign from implementation strategies currently used to support RUBI clinician implementation to maximize paraeducators’ RUBIES use in schools; 2) iteratively adapt the existing RUBI implementation strategies; and 3) test the newly-redesigned RUBI in Educational Settings (RUBIES) implementation strategy compared to the unadapted RUBI implementation strategy on DDBT mechanisms (engagement, usability, appropriateness), proximal implementation outcomes (adoption, fidelity, adaptation, reach), and child behaviors (disruptive behavior, functioning, top problems) with 40 paraeducators supporting 80 elementary-school autistic children. Successful completion of the proposed study will result in a refined set of implementation strategies to support RUBIES use among lay providers in public schools and has the strong potential to inform how evidence-based practices can be implemented in schools more broadly. Knowledge gleaned from this study has the potential to improve the quality of life for autistic children served in public schools across the country.

摘要虽然对自闭症青少年进行干预的证据基础有所增加，但这些干预措施中很少有在公立学校实施，自闭症儿童接受干预的主要环境，由于现有的执行战略与这一背景不相适应。需要与环境相适应的用于支持外行提供者学习和使用这些干预措施的实施战略。这为期三年的项目将应用本地的发现、设计、构建和测试(DDBT)框架来重新设计，然后试点多方面实施战略，以支持副教育者使用基于证据的行为技能对公立学校中的自闭症儿童的干预，RUBI for Education Setting(RUBI For Education Setting)。建议进行的研究目的是：1)从目前用于支持RUBI临床医生的实施战略中确定重新设计的目标实施以最大限度地在学校中使用副教育者的红宝石；2)反复调整现有的RUBI 实施战略；以及3)在教育环境中测试新设计的RUBI(RUIPS) DDBT机制上RUBI实施策略与非适应性RUBI实施策略的比较 (参与度、可用性、适当性)、近期实施成果(采用率、保真度、适应性、和儿童行为(破坏性行为、功能、顶级问题)，40名准教育者支持80名小学生自闭症儿童。成功完成拟议的研究将产生一套完善的实施战略，以支持在公立学校的非专业提供者中使用红宝石，并具有强大的有可能告知如何在学校更广泛地实施循证做法。知识从这项研究中收集到的有可能改善公立学校服务的自闭症儿童的生活质量在全国各地。