Development and Pilot Testing of the Students With Autism Accessing General Education (SAAGE) Model

University of Rochester72 enrolled

Overview

Study personnel will use evidence based behavioral skills training procedures to coach educators to implement modules designed to increase the quality of educational services and access to inclusive settings in elementary school for students with Autism Spectrum Disorder.

This project brings together the expertise of investigators at three centers to develop and conduct a pilot test of a new comprehensive intervention to increase the quality of educational services and access to inclusive settings for students with autism spectrum disorder (ASD) in elementary school (kindergarten through 5th grade). The intervention model, Students with Autism Accessing General Education (SAAGE), integrates evidence-based strategies to teach skills to students with ASD in schools, best practices derived from this literature by the project investigators, a recent guidebook written by the principal investigator, and research on collaboration with community providers such as school teams to implement interventions efficaciously and sustainably. SAAGE begins with strategies to help a school form a cohesive team to oversee implementation of the model in the school. For each student, SAAGE uses a modular approach for identifying goals for a student, selecting appropriate teaching strategies, and systematically monitoring progress and trouble-shooting. The modules center on core and associated features of ASD. Study personnel will use well established behavioral skills training procedures to coach educators to implement the modules.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Enrollment

Conditions

Autism Spectrum Disorder

Interventions

Students with Autism Accessing General EducationBEHAVIORAL

With study team coach support, teacher implemented modules addressing student behavioral/academic goals.

Enhanced Services As UsualOTHER

Teaching staff access in-service presentations and print materials with no active study team coaching.

Eligibility

Sex: ALL

Medical Language ↔ Plain English

Inclusion Criteria: Children subjects: * Are enrolled in school grades kindergarten through 5th * Have an IEP educational classification of Autism, confirmed by the Autism Diagnostic Observation Schedule, Second Edition, and DSM-5 checklist * No planned changes in school placement or core team members during the school year of participation Adult subjects (teachers, para educators): * Instructional personnel who currently support a participating child with ASD at school (e.g., teacher, instructional assistant, speech pathologist, occupational therapist) * Letter from instructional personnel's district or school indicating agreement to take part in the research project Exclusion Criteria: Children subjects • Diagnosis of (1) genetic disorders such as Fragile X, Down syndrome, or tuberous sclerosis; 2) profound vision or hearing loss; or (3) motor disabilities such as cerebral palsy (these multiple disabilities would prevent standard implementation of the intervention protocol). Adult subjects • Instructional personnel whose written consent was not obtained

Locations (1)

University of Rochester Medical Center

Rochester, New York, United States

Outcomes

Primary Outcomes

Mean change in student function as measured by the Developmental Disability-Clinical Global Assessment Scale

The Developmental Disability-Clinical Global Assessment Scale ranges from 1-100 with 100 indicating superior functioning. It assesses student function in a classroom setting.