The FMF Connect Teacher Companion Website: developing and testing an FASD-informed intervention for teachers

项目总结/摘要 胎儿酒精谱系障碍（FASD）是一种高度流行但未被充分认识的神经发育障碍。 残疾。尽管许多人有认知能力，但患有FASD的儿童有学习成绩差的风险， 学校中断，包括辍学、停学和开除。执行功能和自我调节方面的缺陷 可能会导致这种风险。教师往往没有得到有效的培训，如何支持他们的学生与FASD， 并且经常意识不到这种神经发育障碍对学习和行为的影响。具体地说， 缺乏关于FASD的培训可能会导致教师将行为解释为任性，而不是由于残疾， 可能导致使用不太有效的行为管理策略，以及教师感到沮丧和不成功。 家庭向前发展（FMF）计划及其衍生的移动的健康干预，FMF连接， 提供一个理想的框架，为教师提供可扩展的干预措施。FMF计划是一个经过科学验证的 行为咨询计划，在西雅图儿童研究所/华盛顿大学开发。母 参与FMF Connect开发和初步试验的人员强调，需要与 教师和学校工作人员，并特别呼吁教师组成FMF连接。拟议项目将 通过开发和测试FMF连接教师伴侣网站来满足这一需求。 拟议项目的目标是：1a）利用ADAPT-ITT框架，并纳入利益攸关方 反馈，以调整FMF计划和FMF连接的材料，使其与教师的需求和课堂相关 1b）建立一个网站，将这些经过改编的材料和努力优化干预措施的原则纳入其中， 增加数字干预的参与; 2）试点网站，以确定更大规模试验的可行性，包括 技术功能和研究设计可接受性。 该项目对于增加教师对FASD的了解和减少获得优质服务的障碍至关重要， 受FASD影响的儿童和家庭。这将是第一个理论上知情的和计算机衍生的数字FASD 教师的干预措施;它将反复制定，并根据利益攸关方的反馈提供信息，确保其在以下方面的相关性 满足教师的需求。它还将使用ADAPT-ITT，这是一个系统的循证框架，用于指导发展， 使其在理论上和方法上都是合理的。建议的干预措施将是自我指导的，并可在 与在给定时间和给定持续时间内进行的面对面培训相比，也会增加 为教师提供基于证据的材料。 建议的项目还将提供全面的辅导培训，为PI的职业生涯做好准备， 独立调查员在FASD、干预和学校咨询领域专家的指导下，PI 将获得干预教育系统，理论和数据驱动的干预模式的基本能力 发展和传播干预措施的技术技能。

PROJECT SUMMARY/ABSTRACT Fetal alcohol spectrum disorders (FASD) are highly prevalent yet underrecognized neurodevelopmental disabilities. Despite many being cognitively able, children with FASD are at risk of poor academic performance and school disruption including dropout, suspension, and expulsion. Deficits in executive functioning and self-regulation likely contribute to this risk. Teachers often do not receive effective training on how to support their students with FASD, and are frequently unaware of the effects of this neurodevelopmental disability on learning and behavior. Specifically, lack of training on FASD may lead teachers to interpret behavior as willful, rather than as a result of the disability, which can result in use of less effective behavior management strategies, and the teacher feeling frustrated and unsuccessful. The Families Moving Forward (FMF) Program and its derivative mobile health intervention, FMF Connect, provide an ideal framework to inform a scalable intervention for teachers. The FMF Program is a scientifically-validated behavioral consultation program, developed at Seattle Children’s Research Institute/University of Washington. Parent participants in development and initial trials of FMF Connect have emphasized the need for materials to share with teachers and school staff, and have specifically called for a teacher component to FMF Connect. The proposed project will address this need by developing and testing the FMF Connect Teacher Companion website. The aims of the proposed project are to 1a) utilize the ADAPT-ITT framework and incorporate stakeholder feedback to adapt materials from the FMF Program and FMF Connect to be relevant to teachers’ needs and the classroom setting; 1b) build a website incorporating these adapted materials and principles of effort-optimized interventions to increase engagement with digital interventions; and 2) pilot the website to determine feasibility for a larger trial, including technological functionality and study design acceptability. This project is essential to increase teacher knowledge of FASD and reduce barriers to quality services for children and families affected by FASD. This will be the first theory-informed and empirically-derived digital FASD intervention for teachers; it will be iteratively developed and informed by stakeholder feedback, ensuring its relevance in meeting teachers’ needs. It will also use ADAPT-ITT, a systematic and evidence-based framework to guide development, making it grounded in theory and methodologically sound. The proposed intervention will be self-directed and accessed at will, in contrast to an in-person training which happens at a given time for a given duration. It will also increase accessibility of evidence-based materials for teachers. The proposed project will also provide comprehensive mentored training to prepare the PI for a career as an independent investigator. Under the guidance of experts in the FASD, intervention, and school consultation fields, the PI will gain essential competencies in models of intervening in educational systems, theory and data-driven intervention development, and technical skills in intervention dissemination.