Autism Spectrum Disorder, Neurodevelopmental Disorders
Conditions
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.
Interventions
BEHAVIORALRemaking Recess
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.
OTHERTEAM
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.
Sponsors
University of Washington
Study design
Allocation
RANDOMIZED
Intervention model
FACTORIAL
Primary purpose
HEALTH_SERVICES_RESEARCH
Masking
DOUBLE (Subject, Outcomes Assessor)
Masking description
(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)
Intervention model description
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.
Eligibility
Sex/Gender
ALL
Age
5 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* 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+)
Exclusion criteria
* Students or educators that have previously participated in Remaking Recess studies will not be eligible to enroll in this study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Remaking Recess Fidelity | Baseline, 4 months, 8 months, 12 months, 16 months | 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. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Friendship Survey | Baseline, 4 months, 8 months | This 5-item free response survey asking students to identify their preferred peers at school. The results of the survey will be analyzed to identify student social network centrality in their classroom (Nuclear, Secondary, Peripheral, or Isolated). |
| Teacher Perceptions Measure | Baseline, 4 months, 8 months | This 12-item measure asks teachers to report on their perceptions of their target student's social skills. Minimum score 1, maximum score 3. Higher scores indicate better outcome. |
| Acceptability of Intervention Measure (AIM) | Baseline, 4 months, 8 months, 12 months, 16 months | This 12-item self-report measure asks educators to rate how acceptable the interventions (Remaking Recess and TEAM) were. Minimum score 1, maximum score 5. Higher scores indicate better outcome. |
| Cost Measure | Baseline, 4 months, 8 months, 12 months, 16 months | This survey measure asks educators how much time they spent on study-related procedures (Remaking Recess and TEAM) each week. The measure then calculates the average dollar cost each week of study-related procedures based off of the educator's salary in order to better understand the cost of implementation and intervention. |
| Playground Observation of Peer Engagement (POPE) | Baseline, 4 months, 8 months, 12 months, 16 months | This observation-based instrument measures children's engagement with activities and peers. It rates children's engagement states and the frequency within a set amount of time. |
| School Implementation Leadership Scale (S-ILS) | Baseline, 4 months, 8 months, 12 months, 16 months | This 25-item measure captures educator perceptions of their school leadership and how well the leadership supports the use of the intervention (Remaking Recess). Minimum score 0, maximum score 4. Higher scores indicate better outcome. |
| School Implementation Climate Scale (SICS) | Baseline, 4 months, 8 months, 12 months, 16 months | This 21-item measure captures educator perceptions of their school culture and how well the intervention (Remaking Recess) fits in. Minimum score 0, maximum score 4. Higher scores indicate better outcome. |
| Team Process Survey Measure (TPS) | Baseline, 4 months, 8 months, 12 months, 16 months | A 10-item self-report measure to capture team process. Minimum score 1, maximum score 5. Higher scores indicate better outcome. |
| Quality of Play Questionnaire | Baseline, 4 months, 8 months, 12 months, 16 months | A 19-item measure for parents/caregivers to complete about their child's playdates. Items 1-17 are a numerical rating of how much time a child spends on an activity in their play, with score ranging from a minimum of 0 to maximum of 3. Items 18-19 are a free response numerical frequency rating for parents to report on the number of playdates their child had in the last month. |
| Provider Report of Sustainment Scale (PRESS) | 12 months, 16 months | This 3-item self-report measure asks educators to reflect on the sustainment of the use of the target intervention (Remaking Recess) at their school. Minimum score 0, maximum score 4. Higher scores indicate better outcome. |
Countries
United States
Contacts
Primary ContactKemmerly Chipongian
Outcome results
None listed