A practice-based study on the effects of STAP in optimizing the transition from mainstream primary to secundary school for children with difficulties in social communication and flexibilty.

A practice-based study on the effects of STAP in optimizing the transition from mainstream primary to secundary school for children with difficulties in social communication and flexibilty. - School transition management

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON45468

Enrollment

640

Registered

2017-12-20

Start date

2017-06-12

Completion date

Unknown

Last updated

2024-02-28

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Moeite met sociale communicatie en flexibiliteit Difficulties with social communication and flexibility

Interventions

Intervention STAP: a modulair school-based school transition management program, intending to support primary education teachers and homeroom teachers in facilitating the school transition from prim

Difficulties with social communication and flexibility

Mainstream school transition

Eligibility

Age

2 Years to 64 Years

Inclusion criteria

Inclusion criteria: - Sixth grader in mainstream education or special education; - Score of 3 on the ASP vignet, reported by primary education teacher.

Exclusion criteria

Exclusion criteria: Children: - Severe mental or physical impairment; - Insufficient understanding of the Dutch language; - Attending schools for secondary education participating in a schooltransition management study; - Participating in other experimental studies in autism.

Design outcomes

Primary

Measure	Time frame
Children: Anxiety	—

Secondary

Measure	Time frame
Children: Behavioral and emotional (anxiety) problems & feelings of self-efficacy in dealing with functioning at school (relationships with peers and teachers, motivation, self-confidence, wellbeing) & academic performance and school non-attendance. Parents: Parent-reported feelings of self-efficacy in dealing with different types of school non-attendance & parenting stress & parent-reported behavioral and emotional (anxiety) problems in their children & parent-reported quality of school-initiated support of the schooltransition from primary to secondary school. Homeroom teachers: Personality traits, mental representation (feelings of self-efficacy in influencing the behavior of children and influencing the relationships with children), teacher reported behavioral and emotional (anxiety) problems and executive functioning in their pupils, & self-reported burn-out	—

Measure

Time frame

Children: Behavioral and emotional (anxiety) problems & feelings of self-efficacy in dealing with functioning at school (relationships with peers and teachers, motivation, self-confidence, wellbeing) & academic performance and school non-attendance. Parents: Parent-reported feelings of self-efficacy in dealing with different types of school non-attendance & parenting stress & parent-reported behavioral and emotional (anxiety) problems in their children & parent-reported quality of school-initiated support of the schooltransition from primary to secondary school. Homeroom teachers: Personality traits, mental representation (feelings of self-efficacy in influencing the behavior of children and influencing the relationships with children), teacher reported behavioral and emotional (anxiety) problems and executive functioning in their pupils, & self-reported burn-out

—

Countries

The Netherlands

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)