School-based Paraeducator Education for Engagement at Recess

NCT06559267 | Recruiting

• 2 other identifiers: STUDY00020326R324A240031
• Study Type: interventional
• Target: 350
• Locations: 1 country
• Sites: 3

Brief Summary

The purpose of the proposed three-site study is to test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize paraeducators' use (fidelity and sustainment) of an evidence-based social engagement intervention, Remaking Recess (RR). RR aims to improve peer related social skills for autistic students and their non-autistic peers who are socially isolated or peripheral and need support during recess.

Conditions

Autism Spectrum Disorder; Neurodevelopmental Disorders

Outcome Measures

Primary Outcomes (1)

• Remaking Recess Fidelity

  This 20-item observation measure rates how well educators are observed to be using core Remaking Recess strategies with students on the playground. Minimum score 1, maximum score 5. Higher scores indicate better outcome.

  Baseline, 4 months, 8 months, 12 months, 16 months

Secondary Outcomes (10)

• Playground Observation of Peer Engagement (POPE)

  Baseline, 4 months, 8 months, 12 months, 16 months

• Friendship Survey

  Baseline, 4 months, 8 months

• Teacher Perceptions Measure

  Baseline, 4 months, 8 months

• Acceptability of Intervention Measure (AIM)

  Baseline, 4 months, 8 months, 12 months, 16 months

• Cost Measure

  Baseline, 4 months, 8 months, 12 months, 16 months

Study Arms (2)

Remaking Recess

ACTIVE COMPARATOR

Remaking Recess is a school-based social engagement intervention designed to enhance elementary school contextual factors to better support peer engagement during recess. Remaking Recess is delivered to educators through direct training and in vivo coaching by a certified Remaking Recess Coach.

Behavioral: Remaking Recess

TEAM

EXPERIMENTAL

Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess.

Behavioral: Remaking Recess; Other: TEAM

Interventions

Remaking Recess BEHAVIORAL

Remaking Recess (RR) is a school-based social engagement intervention designed to enhance elementary school contextual factors to better support peer engagement during recess. Remaking Recess is delivered to educators through direct training and in vivo coaching by a certified Remaking Recess Coach.

Also known as: RR

Remaking Recess; TEAM

TEAM OTHER

Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess.

Also known as: TEAMS, school-based teams

TEAM

Eligibility Criteria

• Age: 5 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Students: Elementary aged students in K-5th grade who are autistic or have a neurodevelopmental disorder (Age 5-12)
• Educators: Paraeducators, teachers, or other school personnel that work with K-5th grade students in a public school in the United States (Age 18+)

You may not qualify if:

• Students or educators that have previously participated in Remaking Recess studies will not be eligible to enroll in this study.

Sponsors & Collaborators

• University of Washington: lead

Study Sites (3)

University of California Los Angeles

Los Angeles, California, 90095, United States

NOT YET RECRUITING

University of Oregon

Eugene, Oregon, 97403, United States

NOT YET RECRUITING

University of Washington

Seattle, Washington, 98115, United States

RECRUITING

Related Publications (1)

• Locke J, Sridhar A, Shih W, Shire S, Eisman AB, Kim E, Du A, Espeland C, Kasari C. Study protocol for a hybrid type 3 effectiveness-implementation trial of a team-based implementation strategy to support educators' use of a social engagement intervention. Implement Sci. 2025 Jan 9;20(1):3. doi: 10.1186/s13012-024-01414-3.

  PMID: 39789610 DERIVED

MeSH Terms

Conditions

Autism Spectrum Disorder; Neurodevelopmental Disorders

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Mental Disorders

Study Officials

• Freda Liu, PhD

  University of Washington

  PRINCIPAL INVESTIGATOR

Central Study Contacts

Kemmerly Chipongian

CONTACT

206-543-3750; chipokem@uw.edu

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Masking Details: (participants will be masked during randomization process, after randomization they will be informed which condition they receive. Outcomes assessors will be masked to randomization and randomization outcome to the best of our ability)
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: FACTORIAL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor, Department of Psychiatry and Behavioral Sciences

Model Details: All schools that participate in the study will receive Remaking Recess. Additionally, half of the schools will be randomized to receive TEAM, an additional implementation support intervention.

Study Record Dates

• First Submitted: August 15, 2024
• First Posted: August 19, 2024
• Study Start: July 1, 2024
• Primary Completion (Estimated): August 1, 2029
• Study Completion (Estimated): August 1, 2029
• Last Updated: August 15, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

US (3)