Contextual Coaching Versus Training Workshop for Assistants in Special Education.

NCT04747210 | Completed

• 1 other identifier: COACHvsW
• Study Type: interventional
• Target: 17
• Locations: 0 countries
• Sites: N/A

Brief Summary

Special Need Assistants/paraprofessionals serve an essential role in special education to support children with multiple disabilities, but they often lack adequate training and supervision. The study aims to examine the effects of the coaching program for assistants compared to a workshop outside working hours and evaluate the outcomes in students and assistants. The second aim is to measure fidelity implementation of coaching practices and if the intervention was participation-based.

Conditions

Disabled Persons; Caregiver

Keywords

Special Need Assistants/paraprofessionals; Coaching; Occupational therapy; Self-care skills

Outcome Measures

Primary Outcomes (2)

• Change in The Canadian Occupational Performance Measure (COPM). Students

  Caregivers identify activities that are problematic for the child. The caregiver rates the child's performance and satisfaction for each participation goal on a 10-point scale, (1=unable to perform, unsatisfied; 10= performs exceptionally well, extremely satisfied). Differences in scores pre-and post-intervention for both performance and satisfaction are determined independently. A 2-points change in these values is considered clinically meaningful.

  baseline- 3 month after intervention

• Change in Goal Attainment Scaling (GAS). Assistants.

  Clients identify goals and rate their performance on a 5-point Likert scale ranging from -2 (much less than expected) to +2 (much better than expected). In the baseline, clients can score -1 or -2, and the score "0" is the expected level of success. The 4-point Likert scale is used for quantifying importance (ranging from 0= nothing important to 3= really important) and difficulty (ranging from 0= easy to 3= very difficult). Afterwards, the goal's weight is calculated (importance\*difficulty). A mathematical formula allows computation to T-score with a mean of 50 and a standard deviation of 10.

  Baseline - 3 month after intervention

Secondary Outcomes (4)

• The Coaching Practices Rating Scale.

  12 month after intervention

• Natural Environments Rating Scale (NERS)

  12 month after intervention

• Change in learning. Social validity

  6 month

• Change in transfer and generalization of learning

  19-20 mounths after intervention

Other Outcomes (1)

• Classification of goals and adaptations

  6 month

Study Arms (2)

Trainig workshop and Coaching one-on-one

ACTIVE COMPARATOR

Ten-hour training workshop that was divided into three sessions outside working hours. Coaching one-on-one in the daily routines and natural environment.

Behavioral: contextual one-on-one coaching

Trainig workshop

ACTIVE COMPARATOR

Assistants receive ten-hour training workshop that was divided into three sessions outside working hours.

Behavioral: Trainig workshop

Interventions

contextual one-on-one coaching BEHAVIORAL

Training workshop and coaching one-on-one

Trainig workshop and Coaching one-on-one

Trainig workshop BEHAVIORAL

Ten-hour training workshop.

Trainig workshop

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Special Need Assistant of students between 4-21 years of age.
• Speak, read and comprehend Spanish.
• Be available for workshop and one-on-one coaching.
• Able to verbalize changes in their own performance or their students' participation.
• Written consent.

You may not qualify if:

• Have no students involved in the program.
• Present difficulties in Activities of Daily Living (ADLs).
• Have an assistant involved in the study.
• Informed consent signature (parents or legal tutors).
• Independence in activities of daily living.
• or more points in the Care Dependency Scale for Pediatrics (CDS-P).

Sponsors & Collaborators

• Universidad de Zaragoza: lead

Related Publications (1)

• Lopez-de-la-Fuente MJ, Herrero P, Garcia-Foncillas R, Gomez-Trullen EM. Contextual, Client-Centred Coaching Following a Workshop: Assistants Capacity Building in Special Education. Int J Environ Res Public Health. 2021 Jun 11;18(12):6332. doi: 10.3390/ijerph18126332.

  PMID: 34208053 DERIVED

Study Officials

• Maria J López-de-la-Fuente

  Departamento de Fisiatría y Enfermería. Universidad de Zaragoza

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: Two external assessors will measure the fidelity of the implementation of the intervention.
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Occupational Therapist. Departamento de Fisiatría y Enfermería

Model Details: This study is a quasi-experimental pretest-posttest design. Repeated measures on participants in both arms (as in an RCT) enable assessment of both within-person changes over time and between-arm differences.

Study Record Dates

• First Submitted: January 30, 2021
• First Posted: February 10, 2021
• Study Start: November 1, 2016
• Primary Completion: June 1, 2017
• Study Completion: February 1, 2019
• Last Updated: February 10, 2021

Record last verified: 2021-02

Data Sharing

• IPD Sharing: Will not share