A Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

NCT07524192 | Recruiting

• 1 other identifier: 1-2025-0397-001-1
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this clinical trial is to evaluate the preliminary effectiveness and acceptability of a self-instructional, web-based teacher training program designed to support the development of autistic children and children with developmental delays. This study aims to examine whether participation in the program can improve teachers' knowledge, attitudes, and teaching self-efficacy related to inclusive education and support for autistic children and children with developmental delays. The main questions it aims to answer are:

1. 1.Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays?
2. 2.Does the program improve teachers' attitudes toward inclusive education and their teaching self-efficacy? Researchers will compare teachers who participate in the self-instructional online intervention program (SEED program) with teachers who receive comparison educational materials (Kit for Kids from Organization for Autism Research) to determine whether the intervention leads to greater improvements in knowledge, attitudes, and teaching self-efficacy.
3. 3.Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy.
4. 4.Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment
5. 5.Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.

Conditions

Autism Spectrum Disorder; Developmental Disabilities; Developmental Delay; Teacher Training; Inclusive Education

Keywords

Autism Spectrum Disorder; Developmental delay; Developmental disabilities; Teacher Training; Inclusive education; Kindergarten Teachers; Elemantary School Teachers; General Education Teachers; Special Education Support; Web-Based Intervention; Self-Instructional Learning

Outcome Measures

Primary Outcomes (7)

• (Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score

  The Autism Spectrum Knowledge Questionnaire (ASK-Q) is a 37-item questionnaire designed to assess knowledge and understanding of autism spectrum disorder (ASD). Each item is rated as "Agree" or "Disagree". Items are scored dichotomously (1 = correct response, 0 = incorrect response). Total scores are calculated by summing correct responses across all 37 items. Total scores range from 0 (lowest knowledge) to 37 (highest knowledge), with higher scores reflecting greater knowledge of autism spectrum disorder.

  Baseline (pre-intervention) and immediately after the intervention

• (Knowledge) Participatory Autism Knowledge Measure (PAK-M) Total Score

  The Participatory Autism Knowledge Measure (PAK-M) is a 56-item questionnaire designed to measure autism knowledge, neurodiversity-oriented beliefs, and perspectives informed by the lived experiences of autistic individuals. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 56 items. Total scores range from 56 to 392, with higher scores indicating greater knowledge and more accurate understanding of autism and neurodiversity.

  Baseline (pre-intervention) and immediately after the intervention

• (Knowledge) Survey for Educators' Empowerment for Diversity (SEED) Total Score

  The Survey for Educators' Empowerment for Diversity (SEED) is a 68-item instrument developed by the research team to measure changes in knowledge related to autism and developmental delay following participation in the program. The instrument is organized around 13 core topics addressed in the program, with 5 to 7 items per topic, yielding a total of 68 items. Each item uses a dichotomous true-or-false response format. Responses are scored as 1 for correct answers and 0 for incorrect answers. Total scores are calculated by summing correct responses across all items. Total scores range from 0 to 68, with higher scores indicating greater knowledge and understanding of autism and developmental delay.

  Baseline (pre-intervention) and immediately after the intervention

• (Attitude) Teacher Attitudes Toward Inclusion Scale (TATIS) Total Score

  The Teacher Attitudes Toward Inclusion Scale (TATIS) is a 14-item self-report questionnaire designed to assess teachers' overall attitudes toward inclusive education. The scale evaluates beliefs about the inclusion of students with disabilities, perceived effectiveness of inclusive practices, and teachers' personal willingness and commitment to implementing inclusive classroom practices. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 98, with higher scores indicating more positive attitudes toward inclusive education and stronger support for the inclusion of students with disabilities in general education classrooms.

  Baseline (pre-intervention) and immediately after the intervention

• (Attitude) Neurodiversity Attitudes Questionnaire (NDAQ) Total Score

  The Neurodiversity Attitudes Questionnaire (NDAQ) is a 28-item self-report questionnaire designed to assess overall attitudes and perceptions toward neurodiversity. Each item is rated on a 5-point Likert scale, with 1 indicating "Strongly disagree" and 5 indicating "Strongly agree." After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 28 items. Total scores range from 28 to 140, with higher scores indicating more positive attitudes toward neurodiversity and greater endorsement of neurodiversity-informed perspectives.

  Baseline (pre-intervention) and immediately after the intervention

• (Attitude) Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) Total Score

  The Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) is a 15-item self-report questionnaire designed to assess teachers' emotional reactions, attitudes, and concerns regarding inclusive education. The scale evaluates affective responses toward students with disabilities, acceptance of inclusive education, and concerns related to implementation challenges and perceived difficulties in inclusive classroom settings. Each item is rated on a 4-point Likert scale, with 1 indicating "Strongly disagree" and 4 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 15 items. Total scores range from 15 to 60, with higher scores indicating more positive sentiments and attitudes toward inclusive education and fewer concerns about inclusion.

  Baseline (pre-intervention) and immediately after the intervention

• (Teaching Self-Efficacy) Teachers' Efficacy for Inclusive Practices (TEIP) Total Score

  The Teachers' Efficacy for Inclusive Practices (TEIP) scale is a 14-item self-report questionnaire designed to assess teachers' self-efficacy beliefs regarding their ability to implement inclusive education practices. The scale evaluates three domains: inclusive instructional strategies, behavior management, and collaboration and support. Each item is rated on a 6-point Likert scale, with 1 indicating "Strongly disagree" and 6 indicating "Strongly agree". Total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 84, with higher scores indicating greater self-efficacy for implementing inclusive educational practices.

  Baseline (pre-intervention) and immediately after the intervention

Other Outcomes (1)

• SEED Program Acceptability and Feasibility Questionnaire Total Score

  Immediately after the intervention

Study Arms (2)

SEED

EXPERIMENTAL

Participants assigned to this arm will participate in the SEED self-instructional, web-based teacher training program designed to support autistic children and children with developmental delays.

Behavioral: SEED Online Self-Instructional Program

Kit for Kids

ACTIVE COMPARATOR

Participants in this arm will receive alternative educational materials (Kit for Kids) related to supporting autistic children and children with developmental delays during the study period. After comparison of post-intervention assessments, participants in this arm will be offered access to the SEED online program.

Behavioral: Comparison Educational Materials (Kit for Kids)

Interventions

SEED Online Self-Instructional Program BEHAVIORAL

The SEED Online Self-Instructional Program is a web-based teacher training intervention designed to support the development of autistic children and children with developmental delays. The program consists of self-paced online modules covering child development, classroom management, and instructional strategies for inclusive education. Content is delivered through short instructional videos and web-based learning materials, and participants complete the program independently over a two-week period.

SEED

Comparison Educational Materials (Kit for Kids) BEHAVIORAL

The comparison educational materials (Kit for Kids) consists of alternative instructional resources related to supporting autistic children and children with developmental delays. Participants assigned to this intervention review the provided materials during the study period as a comparison condition. These materials do not include the structured self-instructional online modules provided in the experimental intervention.

Kit for Kids

Eligibility Criteria

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

You may qualify if:

• Public school teachers currently employed in kindergarten or elementary schools who hold at least a Level 2 teaching certificate (or higher).
• Teachers who understand the purpose of the study and provide informed consent to participate.

You may not qualify if:

• Teachers who have majored in special education at the undergraduate or graduate level.

Sponsors & Collaborators

• Boin Choi: lead

Study Sites (1)

Ewha Womans University

Seoul, South Korea

RECRUITING

Related Publications (13)

• Pho, Y. H., An, S. K., Park, Y. J., & Hong, J. S. (2024). General education teachers' experiences in operational inclusive education and their perceptions and improvements of the inclusive education support teacher system. The Journal of Special Education: Theory and Practice, 25(4), 121-150. http://dx.doi.org/10.19049/JSPED.2024.25.4.06

  BACKGROUND

• Jee, J. (2010). Narrative inquiry about implementing inclusive education of elementary school teachers. The Journal of Special Education: Theory and Practice, 11(4), 181-205.

  BACKGROUND

• Lee, I., Lee, B., & Bae, S. (2023). Support demands for public kindergarten teachers for young children with special needs placed in various forms of inclusive classes: Focused on focus group interviews. The Journal of Special Education: Theory and Practice, 24(4), 139-168. http://dx.doi.org/10.19049/JSPED.2023.24.4.06

  BACKGROUND

• Lee, D. & Kang, S. (2014). A study on status and satisfaction of smart device-based distance teacher training for inclusive education. The Journal of Inclusive Education, 9(2), 93-112. https://doi.org/10.26592/ksie.2014.9.2.93

  BACKGROUND

• Yoo, J. (2025). A study of the structural relationship between the elementary school teachers' inclusive education perceptions, teacher efficacy and instruction performance. The Study of Education for Hearing-Language Impairments, 16(1), 65-88. http://dx.doi.org/10.24009/ksehli.2025.16.1.004

  BACKGROUND

• Baek, J. (2024). Analysis of the operation status of onlince in-service training programs related to inclusive education. The Korean Journal of Thinking Development, 20(2), 141-171. https://doi.org/10.51636/JOTD.2024.08.20.2.141

  BACKGROUND

• Kang, M., & Park, K. (2024). A qualitative meta-analysis of the experiences and perceptions of early childhood teachers in inclusive classrooms for young children with disabilities. The Society for Constructivist Early Childhood Education, 11(2), 69-104. https://doi.org/10.23197/scece.2024.11.2.004

  BACKGROUND

• UNESCO(2009). Policy guidelines on inclusion in education. Paris: UNESCO.

  BACKGROUND

• Patton, M. Q.(2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.

  BACKGROUND

• Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G.(2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1-21. https://doi.org/10.1177/160940690900800301

  BACKGROUND

• Morina, F., Fuetterer, T., Huebner, N., Zitzmann, S., & Fischer, C.(2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education, 228, 105247. https://doi.org/10.1016/j.compedu.2025.105247

  BACKGROUND

• Goodman, L. A. (1961). Snowball sampling. The annals of mathematical statistics, 148-170. https://doi.org/10.1214/aoms/1177705148

  BACKGROUND

• Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs about Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-Analytical Study. Educational Psychology Review, 34(4), 2609-2660. https://doi.org/10.1007/s10648-022-09695-0

  BACKGROUND

MeSH Terms

Conditions

Autism Spectrum Disorder; Developmental Disabilities; Learning Disabilities

Interventions

Receptor Protein-Tyrosine Kinases

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Intervention Hierarchy (Ancestors)

Protein-Tyrosine Kinases; Protein Kinases; Phosphotransferases (Alcohol Group Acceptor); Phosphotransferases; Transferases; Enzymes; Enzymes and Coenzymes; Intracellular Signaling Peptides and Proteins; Proteins; Amino Acids, Peptides, and Proteins; Receptors, Cell Surface; Membrane Proteins

Central Study Contacts

Boin Choi

CONTACT

+82-10-5077-0345; boinchoi@ewha.ac.kr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR INVESTIGATOR
• PI Title: Assistant Professor

Model Details: Participants are randomly assigned to one of the two groups. The intervention group participates in a self-instructional, web-based teacher training program designed to support children with autism and developmental disabilities. The comparison group receives alternative educational materials during the study period. Outcomes are assessed before and after the intervention period. After completion of post-intervention assessments, participants in the comparison group are offered access to the intervention program.

Study Record Dates

• First Submitted: February 22, 2026
• First Posted: April 13, 2026
• Study Start: February 5, 2026
• Primary Completion (Estimated): September 30, 2026
• Study Completion (Estimated): December 31, 2026
• Last Updated: April 13, 2026

Record last verified: 2026-04

Data Sharing

• IPD Sharing: Will not share

Locations

KR (1)