Partners in School: Promoting Continuity Across Home and School

NCT05154981 | Completed

• 2 other identifiers: 83025K23MH119331-04
• Study Type: interventional
• Target: 48
• Locations: 1 country
• Sites: 1

Brief Summary

Partners in School is a collection of implementation strategies (e.g., communication training, problem-solving consultation) to help parents/primary caregivers and teachers of children with autism spectrum disorder implement the same practices across home and school.

Conditions

Autism Spectrum Disorder

Outcome Measures

Primary Outcomes (10)

• Adapted LEAPS Questionnaire about ECS training (A-LEAPS)

  The A-LEAPS will be an 18-item parent questionnaire (adapted patient form) and a 23-item teacher questionnaire (adapted physician form). At the baseline self-assessment, parents and teachers will be asked to report on their communication practices using never, sometimes, or always used. At the post-consultation self-assessment, they will be asked to again reflect on their communication practices, but this time with the specific Partners in School parent-teacher consultation meeting just completed. An example item is, "I set an agenda for the meeting so that I am sure we get to all the things I want to cover."

  baseline

• Adapted LEAPS Questionnaire about ECS training (A-LEAPS)

  The A-LEAPS will be an 18-item parent questionnaire (adapted patient form) and a 23-item teacher questionnaire (adapted physician form). At the baseline self-assessment, parents and teachers will be asked to report on their communication practices using never, sometimes, or always used. At the post-consultation self-assessment, they will be asked to again reflect on their communication practices, but this time with the specific Partners in School parent-teacher consultation meeting just completed. An example item is, "I set an agenda for the meeting so that I am sure we get to all the things I want to cover."

  at study completion, an average of 10 weeks

• Parent-Teacher Relationship Scale-Second Edition (PTRS-II)

  The PTRS-II is a 24-item measure that examines the degree of connection felt between parent and teacher pairs, by examining joining (affiliation and support, dependability and availability, shared expectations and beliefs, and communication from the other) and communication to the other (sharing of emotion and sharing of information). A five-point Likert scale is used from almost never to almost always. An example item is, "I don't like the way this teacher talks to me."

  baseline

• Parent-Teacher Relationship Scale-Second Edition (PTRS-II)

  The PTRS-II is a 24-item measure that examines the degree of connection felt between parent and teacher pairs, by examining joining (affiliation and support, dependability and availability, shared expectations and beliefs, and communication from the other) and communication to the other (sharing of emotion and sharing of information). A five-point Likert scale is used from almost never to almost always. An example item is, "I don't like the way this teacher talks to me."

  at study completion, an average of 10 weeks

• Parent-Teacher Alliance Questionnaire (PTAQ)

  The PTAQ is a 20-item measure that assesses the degree to which parents believe they have a sound working relationship with the teacher (and vice versa). A five-point Likert scale is used from strongly agree to strongly disagree. An example item is, "My child's teacher treats me as a partner in the development of my child's education plan." It was adapted from the Parenting Alliance Inventory

  baseline

• Parent-Teacher Alliance Questionnaire (PTAQ)

  The PTAQ is a 20-item measure that assesses the degree to which parents believe they have a sound working relationship with the teacher (and vice versa). A five-point Likert scale is used from strongly agree to strongly disagree. An example item is, "My child's teacher treats me as a partner in the development of my child's education plan." It was adapted from the Parenting Alliance Inventory

  at study completion, an average of 10 weeks

• Participation in Problem Solving Scale (PPSS)

  The PPSS asks respondents to assess their problem solving competencies using 12-items. Items are rated on a five-point Likert scale from disagree very strongly to agree very strongly. An example item is, "I gathered specific information to measure this student's progress."

  baseline

• Participation in Problem Solving Scale (PPSS)

  The PPSS asks respondents to assess their problem solving competencies using 12-items. Items are rated on a five-point Likert scale from disagree very strongly to agree very strongly. An example item is, "I gathered specific information to measure this student's progress."

  at study completion, an average of 10 weeks

• Change from Baseline Fidelity (to Student Intervention Plan) at 3 weeks

  Daily home-school notes will list the steps in the student intervention plan generated during the consultation meeting. Parents and teachers will indicate whether each step was completed at home or at school, respectively. The number of intervention steps completed by parents (parent fidelity) and teachers (teacher fidelity) will be computed.

  daily for three weeks

• Change from Baseline Alignment (of Student Intervention Plan) at 3 weeks

  Daily home-school notes will list the steps in the student intervention plan generated during the consultation meeting. Parents and teachers will indicate whether each step was completed at home or at school, respectively. The number of steps in the student intervention plan completed by both parents and teachers will be used as the measure of continuity.

  daily for three weeks

Secondary Outcomes (10)

• Frequency and Severity Form (FSF)

  baseline

• Frequency and Severity Form (FSF)

  at study completion, an average of 10 weeks

• Pervasive Developmental Disorder Behavior Inventory (PDDBI)

  baseline

• Pervasive Developmental Disorder Behavior Inventory (PDDBI)

  at study completion, an average of 10 weeks

• Goal Attainment Scaling (GAS)

  daily for three weeks

Study Arms (2)

Partners in School with Education Communication Skills (ECS) Training

EXPERIMENTAL

Parents and teachers in the experimental condition will receive Partners in School with communication training.

Behavioral: Education communication skills (ECS) training; Behavioral: Partners in School

Partners in School without Education Communication Skills (ECS) Training

ACTIVE COMPARATOR

Parents and teachers in the control condition will receive Partners in School without communication training.

Behavioral: Partners in School

Interventions

Education communication skills (ECS) training BEHAVIORAL

Education communication skills (ECS) training videos were developed from LEAPS (Listen, Educate, Assess, Partner and Support), a set of 10- to 20- sec videos that help patients and physicians communicate health concerns and treatment plans to each other. ECS training videos target parent-teacher communication during the transition to school for children with autism.

Partners in School with Education Communication Skills (ECS) Training

Partners in School BEHAVIORAL

Partners in School is a problem-solving consultation that encourages parents and teachers to implement the same evidence-based interventions across home and school

Partners in School with Education Communication Skills (ECS) Training; Partners in School without Education Communication Skills (ECS) Training

Eligibility Criteria

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

You may qualify if:

• Must be parent/primary caregiver or full-time, lead teacher
• Must have or teach preschool, pre- kindergarten, kindergarten, or 1st grade child with ASD
• Must have or teach child with ASD that can see and hear
• Access to internet via wifi-enabled phone, tablet, or computer
• Must be English or Spanish speaking
• An active email -

You may not qualify if:

• Parents with younger (less than preschool) or older children (in 2nd grade or above)
• Teachers who teach older than 1st grade.
• Teaching assistants

Sponsors & Collaborators

• New York State Psychiatric Institute: lead
• National Institute of Mental Health (NIMH): collaborator

Study Sites (1)

Research Foundation for Mental Hygiene at the New York State Psychiatric Institute

New York, New York, 10032-1007, United States

Location

MeSH Terms

Conditions

Autism Spectrum Disorder

Interventions

Schools

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Non-Medical Public and Private Facilities

Study Officials

• Gazi Azad, PhD

  New York State Psychiatric Institute

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Research Scientist and Assistant Professor

Study Record Dates

• First Submitted: November 17, 2021
• First Posted: December 13, 2021
• Study Start: September 15, 2022
• Primary Completion: June 23, 2024
• Study Completion: August 18, 2024
• Last Updated: September 23, 2024

Record last verified: 2024-06

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)