基于团队的实施策略的混合型3有效性实施试验的研究协议,以支持教育工作者使用社会参与干预措施
Jill Locke1,2, Aksheya Sridhar3, Wendy Shih4
1University of Washington, Box 357920, Seattle, WA, 98195, USA. jjlocke@uw.edu.
Implementation science : IS
|January 9, 2025
概括
这项研究测试了辅导和学校团队是否能提高自闭症学生的教育工作者对RR (Remaking Recess) 的使用. 结果将指导扩大干预措施,以促进学生的社会包容性和技能.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 公共卫生 公共卫生
背景情况:
- 重制休息 (RR) 是一种基于证据的干预措施,旨在增强自闭症学生的社会参与.
- 教育工作者面临的个人和组织障碍,以有效地实施RR.
- 多个地点的研究,以解决学校的实施障碍.
研究的目的:
- 测试教育工作者层面的实施策略 (教练) 有或没有学校层面的战略 (基于学校的团队).
- 为了最大限度地提高教育工作者的忠诚度和RR干预的持续性.
- 改善自闭症学生及其同龄人的社会成果.
主要方法:
- 在55所小学进行的混合型-3有效性实施试验.
- 随机分配学校的教练与或没有基于学校的团队.
- 测量RR忠诚度,持续性,同行参与,社交网络包容性和社交技能.
主要成果:
- 假设与学校团队的教练可以提高RR忠诚度和社交网络的包容性.
- 预计这两种指导方法都将增强同行参与和社会技能.
- 该研究将提供有关多层次实施战略有效性的数据.
结论:
- 多层次的实施策略,如与学校团队进行指导,可以克服RR障碍.
- 调查结果可能有助于扩大学校区的定制干预措施.
- 最终的目标是增加干预机会,改善学生的成绩.
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