Both two transition management interventions will be effective in the reduction of the school transition problems of children with ASP. We have no hypothesis about which intervention will be most effective in the reduction of childhood…
ID
Source
Brief title
Health condition
- autism spectrum symptoms - anxiety - behavioral and emotional problems
Sponsors and support
-Rotterdam University of Applied Sciences
-Erasmus MC
Onderzoek SIA (RAAK-Mkb & RAAK-Pro)
-NWO Promotiebeurs voor Leraren
-Citylab 010
-Stichting Gereformeerd Burgerweeshuis
Intervention
Outcome measures
Primary outcome
self-efficacy pupil
self efficacy teacher
Secondary outcome
anxiety
autistic traits
emotional and behavioral problems
executive functioning
teacher-pupil interaction
self-efficacy parents
parenting stress parents
Background summary
In mainstream education, the transition form primary to secundary school is difficult for children with autism spectrum problems, being marked by high levels of emotional and emotional difficulties. This underlines the urgency to improve the fit between the needs of children with autism spectrum problems and their eductional environment. This RCT will study effects of two interventions - STAP & A.L.I.B.I. - to optimize the transition from mainstream primary to secondary school for children with problems in the autism spectrum.
on teacher skills and teacher and child mental health and educational outcomes.
Study objective
Both two transition management interventions will be effective in the reduction of the school transition problems of children with ASP. We have no hypothesis about which intervention will be most effective in the reduction of childhood psychopathology related to this specific school transition. This research question is part of this study.
Study design
A screening and five timepoints (baseline measure and four effect measures)
Intervention
1) STAP: intervention primarily directed at the social environment, i.e. teachers in primary and secondary education
2) A.L.I.B.I. : eHealth intervention primarily directed towards children.
Inclusion criteria
- sixth grader
- score above cut-off on autism quotiënt (AQ), reported by parent and/or teacher
Exclusion criteria
- severe mental or physical illness
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| NTR-new | NL5980 |
| NTR-old | NTR6144 |
| Other | METC Erasmus MC. : MEC-2016-694 |
| CCMO | NL56962.078.16 |
Summary results
<br><br>
Vuijk, P., Bul, K., Brand, E., Greaves-Lord, K., Maras, A., & Kuiper, C. (2015). Let’s play (serious gaming): schooltransitiemanagement voor jeugdigen met een autismespectrumstoornis. Journal of Social Intervention: Theory and Practice, 24(3), 69-74.