To study the effectiveness of an intervention (the serious game A.L.I.B.I.), which targets the optimalisation of the transition to secondary school for children with difficulties with social communication and with flexibility.
ID
Source
Brief title
Condition
- Other condition
Synonym
Health condition
Moeite met sociale communicatie en flexibilteit
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
Children: Child-reported and teacher- and parent reported behavioral and
emotional (anxiety) problems.
Secondary outcome
Children: executive functioning & self-efficacy in dealing with functioning at
school (relationships with peers and teachers, motivation, self-confidence,
wellbeing) and school non-attendance;
Primary education teachers and homeroom teachers: teacher-pupil relations and
school grades;
Parents: self-efficacy in dealing with different types of school non-attendance
problems & parenting stress.
Background summary
In mainstream education, the transition from primary to secondairy school is
challenging for childen with difficulties with social communication and
flexibility. This underlines the urgency to improve the fit between the needs
of children with difficulties with social communication and flexibility and
their educational environment. Although children with difficulties with social
communication and flexibility should be able to attend mainstream education,
including the transitions (because of their normal or above intelligence), they
are often hampered by their genetic vulnerabilities related to their
difficulties with social communication and flexibility and other problems.
Moreover, teachers appear to have feelings of incompetence in building a strong
working alliance with these children.
Study objective
To study the effectiveness of an intervention (the serious game A.L.I.B.I.),
which targets the optimalisation of the transition to secondary school for
children with difficulties with social communication and with flexibility.
Study design
A quasi-experimental design with two conditions, with two steps:
-Step 1: inclusion and screening of target children;
-Step 2: Baseline- and four measurement points.
Intervention
A.L.I.B.I. = an eMental health intervention (serious game) for children with
difficulties with social communication and flexibility.
Study burden and risks
Assessment occasions:
Burden for children = min. 65 and max. 80 minutes at each assessment occasion =
min. 325 and max. 400 minutes total for each child;
Primary education teachers = 25 minutes at each assessment occasion = max. 150
minutes (including screening; 25 children each group and 5 minutes for each
child) total for each teacher;
Homeroom teachers = max. 35 minutes at each assessment occasion = max. 95
minutes total for each homeroom teacher;
Parents = min. 60 minutes and max. 90 minutes at each assessment occasion =
min. 415 minutes (including 3Di) and max. 430 minutes for each parent.
Playing A.L.I.B.I.:
Children will play A.L.I.B.I. for a period of 6-8 weeks 3X 30 minutes each
week, during school.
Researchers and the homeroom teachers will discuss the most optimal moments for
playing A.L.I.B.I.
Rochussenstraat 198 Rochussenstraat 198
Rotterdam 3015 EK
NL
Rochussenstraat 198 Rochussenstraat 198
Rotterdam 3015 EK
NL
Listed location countries
Age
Inclusion criteria
- Sixth grader in mainstream education or special education;
- Score * 4 on autism quotiënt (AQ-10), reported by parent and/or teacher.
Exclusion criteria
- Severe physical impairment;
- Dyslexia;
- Entry level 'praktijkonderwijs' at secondary education;
- Children who will attend schools for secondary education participating in other schooltransition managament studies;
- Children who participate in other experimental studies on autism.
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 |
|---|---|
| CCMO | NL60924.078.17 |