AIR-B4: Remaking Recess (RR)

NCT04972838 | Active Not Recruiting

• 1 other identifier: 20-001993
• Study Type: interventional
• Target: 264
• Locations: 1 country
• Sites: 3

Brief Summary

The AIRB research team will compare the use and effectiveness of each intervention (Mind the Gap, Remaking Recess and Self Determination Learning Model of Instruction) with and without the addition of our implementation strategy, UNITED. In all groups, the research team will train community practitioners using remote delivery of professional development modules specific to the intervention, and active coaching for up to 12 sessions as dictated by the intervention procedures. The research team will pair UNITED with three interventions that cover the ages of early childhood, childhood, and adolescence. These include Mind the Gap (MTG), a family navigation intervention for children newly diagnosed under age 8, Remaking Recess (RR), a school-based social/peer engagement intervention for children ages 5-12, and Self-Determination Learning Model of Instruction (SDMLI), a self- advocacy intervention for adolescents (13-22 years; 22 is the upper age limit of high school for individuals with disabilities). For Remaking Recess, school personnel will be working with children with ASD using the Remaking Recess Intervention (play-based intervention done during recess). School personnel will be trained to implement the intervention. The total time commitment for the school personnel is about 30 hours. The total time commitment for the parents with ASD who will sign consents and fill out a demographic survey is about 15 minutes. The total time commitment for children with ASD or other neurodevelopmental disorders (NDD) is about 5 hours during their regularly scheduled recess period throughout the school year.

Conditions

Autism Spectrum Disorder; Neurodevelopmental Disorders

Keywords

autism; playground; recess; inclusive school culture

Outcome Measures

Primary Outcomes (1)

• Stages of Implementation Completion (SIC)

  ool developed by the Oregon Social Learning Center, is an 8 stage tool of implementation process and milestones, with stages spanning three implementation phases (pre-implementation, implementation, and sustainability.

  through study completion, an average of 18 months

Secondary Outcomes (4)

• School Implementation Climate Scale

  baseline,12 weeks, and 24 weeks

• Social Network Survey- participants of survey will name key personnel that can be participants of the UNITED team for this intervention

  baseline, 12 months, and 18 months

• Teacher Perceptions Scale

  baseline, 12 weeks, and 24 weeks

• Clinical Global Rating (CGI)

  baseline, 12 weeks, and 24 weeks

Study Arms (2)

UNITED

EXPERIMENTAL

UNITED is premised on the idea that successful implementation in organizations like schools and early intervention systems requires a team-based approach, in which the team is thoughtfully assembled, develops a plan for implementation, assigns roles and responsibilities, and carefully tracks and supports implementation and sustainment in all its stages within a few meetings and ongoing coaching from the research staff.

Behavioral: Remaking Recess (RR)

Implementation as Usual (IAU)

ACTIVE COMPARATOR

The organizations will implement RR as usual. The research team will be available to provide support on the RR intervention as needed.

Behavioral: Remaking Recess (RR)

Interventions

Remaking Recess (RR) BEHAVIORAL

Remaking Recess is a flexible, school-based social engagement intervention for students with autism and their peers. The research team will work with school personnel to deliver RR during recess. RR is tailored based on the needs of schools, students, and staff.

Implementation as Usual (IAU); UNITED

Eligibility Criteria

• Age: 5 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• elementary school personnel ( e.g. playground staff, classroom aides, teachers)
• children with ASD or NDD ages 5 to 12 and family is under-resourced.
• Expert medical diagnosis or educational classification of ASD
• Spend majority of the day (51%) in a general education classroom
• Under-resourced, defined by:
• Attending 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

You may not qualify if:

• Personnel at school not working with children with ASD or NDD Children: Under the age of 5 or over 12, does not spend majority of the day (51%) in general education classroom, does not have ASD or NDD and family is not under-resourced.
• No official ASD/NDD diagnosis. Parent/Caregiver not willing to participate.

Sponsors & Collaborators

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

Study Sites (3)

University of Rochester

Rochester, New York, 14642, United States

Location

University of Pennsylvania

Philadelphia, Pennsylvania, 19104, United States

Location

University of Washington

Seattle, Washington, 98195, United States

Location

Related Publications (1)

• Locke J, Hassrick EM, Stahmer AC, Iadarola S, Boyd B, Mandell DS, Shih W, Hund L, Kasari C; AIR-B Network. Using Novel Implementation Tools for Evidence-based Intervention Delivery (UNITED) across public service systems for three evidence-based autism interventions in under-resourced communities: study protocol. BMC Psychiatry. 2022 Jul 16;22(1):478. doi: 10.1186/s12888-022-04105-9.

  PMID: 35842614 DERIVED

MeSH Terms

Conditions

Autism Spectrum Disorder; Neurodevelopmental Disorders; Autistic Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; 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 of Human Development and Psychology

Study Record Dates

• First Submitted: July 6, 2021
• First Posted: July 22, 2021
• Study Start: July 11, 2021
• Primary Completion: August 31, 2025
• Study Completion: December 1, 2025
• Last Updated: December 4, 2024

Record last verified: 2024-12

Locations

US (3)