Building Better Bridges Randomized Control Trial

NCT03445520 | Completed

• 1 other identifier: 17-001459
• Study Type: interventional
• Target: 375
• Locations: 1 country
• Sites: 3

Brief Summary

In this study, the investigators will randomize 20 families per site (across 4 sites) to be in the BBB Transition Passport Only Group or BBB Intervention Group. Both groups will receive the BBB Transition Passport, which include the Transition Checklist, Student Snapshot, Parent/Caregiver Guide, and Student Guide. In addition to receiving the Transition Passport, the BBB Intervention Group will also receive coaching support to implement these resources. This coaching will include a member of the research team assigned as a coach for each family. This coach will introduce the resources to the family, briefly teach them fundamental information about the transition process, provide brief coaching phone calls, and guide parents in using the tools and requesting help from the child's provider(s). The investigators will be testing the differences between these two groups in terms of: 1) quality of the transition as reported by the parent and teacher, 2) self-efficacy of the parent during the transition process, 3) child school engagement and behavior during the transition as rated by the teacher and parent, and 4) the quality of the child's team to communicate about information important to the child's transition.

Conditions

Autism Spectrum Disorder

Keywords

Transitions; Passport; Building Better Bridges; Snapshot

Outcome Measures

Primary Outcomes (4)

• Transition Evaluation Questionnaire (TEQ)

  This measure was created by the research team. We capture the parents and pre and post transition personnels thoughts on how the transition process is going for the child at the beginning of the study and throughout the big school transition. Communication and transition planning at home and school is also captured in this measure. It is rated from 0(not knowing anyone in the child's school) to 5 (very satisfied, very effective, high support) with the child's transition process. We expect to start around 1(not effective/no communication) or 2 (little effective/little successful) at the beginning of the study and end at a 4 (mostly successful/effective) or a 5(very satisfied/effective).

  entry (1st month of the study)

• Transition Evaluation Questionnaire (TEQ)

  This measure was created by the research team. We capture the parents and pre and post transition personnels thoughts on how the transition process is going for the child at the beginning of the study and throughout the big school transition. Communication and transition planning at home and school is also captured in this measure. It is rated from 0(not knowing anyone in the child's school) to 5 (very satisfied, very effective, high support) with the child's transition process. We expect to start around 1(not effective/no communication) or 2 (little effective/little successful) at the beginning of the study and end at a 4 (mostly successful/effective) or a 5(very satisfied/effective).

  end of school year (4th month of the study)

• Transition Evaluation Questionnaire (TEQ)

  This measure was created by the research team. We capture the parents and pre and post transition personnels thoughts on how the transition process is going for the child at the beginning of the study and throughout the big school transition. Communication and transition planning at home and school is also captured in this measure. It is rated from 0(not knowing anyone in the child's school) to 5 (very satisfied, very effective, high support) with the child's transition process. We expect to start around 1(not effective/no communication) or 2 (little effective/little successful) at the beginning of the study and end at a 4 (mostly successful/effective) or a 5(very satisfied/effective).

  6 weeks post new school year (7th month of the study)

• Transition Evaluation Questionnaire (TEQ)

  This measure was created by the research team. We capture the parents and pre and post transition personnels thoughts on how the transition process is going for the child at the beginning of the study and throughout the big school transition. Communication and transition planning at home and school is also captured in this measure. It is rated from 0(not knowing anyone in the child's school) to 5 (very satisfied, very effective, high support) with the child's transition process. We expect to start around 1(not effective/no communication) or 2 (little effective/little successful) at the beginning of the study and end at a 4 (mostly successful/effective) or a 5(very satisfied/effective).

  3 months post new school year (10th month of the study)

Secondary Outcomes (9)

• Engagement vs.Disaffection

  entry (1st month of the study), end of school year (4th month of the study), 6 weeks post new school year (7th month of the study), and 3 months post new school year (10th month of the study)

• Social Dynamics of Intervention_ASD (Autism Spectrum Disorder)- SoDI

  entry (1st month of the study), end of school year (4th month of the study), 6 weeks post new school year (7th month of the study), and 3 months post new school year (10th month of the study)

• Parent Engagement (ESE)

  entry (1st month of the study), end of school year (4th month of the study), 6 weeks post new school year (7th month of the study), and 3 months post new school year (10th month of the study)

• Community Capital

  entry and 3 months post transition (10th month of the study)

• Usability & Acceptability Form

  Parents: end of school year (4th month of the study), 6 weeks post-transition (7th month of the study), 3 months post-transition(10th month of the study) Pre-transition personnel: 4th month of study Post transition personnel: 10th month of study

Study Arms (2)

Transition Passport Comparison Group

NO INTERVENTION

This group will only receive the Transition Passport, which includes the Transition Checklist, Student Snapshot, Parent/Caregiver Guide, and Student Guide.

Intervention Coaching Group

EXPERIMENTAL

This group will also receive the Transition Passport, which includes the Transition Checklist, Student Snapshot, Parent/Caregiver Guide, and Student Guide. This group will also receive coaching support to implement these resources. The coach will be a member of the research team who will introduce the resources to the family, briefly teach them fundamental information about the transition process, provide brief coaching phone calls, and help parents identify an appropriate person at the school or district who can work with them to complete the Student Snapshot. This group will also use ParentSquare to enhance and encourage communication between parent and members of the child's school team.

Behavioral: Intervention Coaching Group

Interventions

Intervention Coaching Group BEHAVIORAL

Parents in this group receive six, 1 hour, coaching sessions with a research staff coach, to discuss key information about transitions (knowing parent's rights about special education services, communicating effectively with school staff, knowing the roles of the school team members, how to develop and share your Snapshot, and what to do with your child over the summer to help with the transition). The coach will encourage the parent to identify a school staff member to help with preparing for the transition. If the post transition school team is not able to participate in a pre-transition meeting, then the coach will encourage the parent to share the Student Snapshot with the post-transition teacher(s) and school team when the new school year begins in the Fall.

Intervention Coaching Group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Children:
• Transitioning into kindergarten or secondary school (middle/high school)
• Parent-rated SCQ total score \> 15 and AT LEAST one of the following:
• Positive ADOS-2 administered by research-reliable study personnel
• Expert medical diagnosis or educational classification of ASD
• Under-resourced, defined by:
• Attending or transitioning into a Title I school (a school that receives federal funding to improve the performance of economically disadvantaged students)or rural school
• Family income is under 250% of the federal guidelines for poverty rate (i.e., meets federal requirements to qualify for free or reduced lunch)
• Parent/Caregiver willing to participate
• (Site PIs may request eligibility review by PIs across all AIR-B sites if a school is not Title I or rural but is demonstrably low-resource)
• Adults:
• Must be a parent/caregiver of a child who meets criteria above
• Must be a provider/teacher/school administrator or other adult involved in either the pre-transition process or the post transition process for a participating child.

You may not qualify if:

• Children:
• Not transitioning into kindergarten or secondary school
• No ASD diagnosis
• Not meeting study criteria for classification as under-resourced
• Parent/Caregiver unwilling to participate
• Adults:
• Not a parent/guardian of a child with ASD
• Not part of a participating child with ASD's pre or post transition team

Sponsors & Collaborators

• Health Resources and Services Administration (HRSA): lead
• University of Rochester: collaborator
• University of Pennsylvania: collaborator
• University of California, Davis: collaborator
• Drexel University: collaborator

Study Sites (3)

UC Davis

Davis, California, 95817, United States

Location

University of Rochester

Rochester, New York, 14642, United States

Location

UPENN

Philadelphia, Pennsylvania, 19104-2648, United States

Location

MeSH Terms

Conditions

Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: FED
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor/PhD

Study Record Dates

• First Submitted: January 15, 2018
• First Posted: February 26, 2018
• Study Start: March 15, 2018
• Primary Completion: March 31, 2020
• Study Completion: August 31, 2020
• Last Updated: February 9, 2022

Record last verified: 2022-02

Locations

US (3)