To study the effectiveness of an intervention (STAP), which targets the optimalisation on the transition to secondary school for children with difficulties with social communication and flexibility.
ID
Source
Brief title
Condition
- Other condition
Synonym
Health condition
Moeite met sociale communicatie en flexibiliteit
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
Children:
Anxiety
Secondary outcome
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
Background summary
In mainstream education, the transition from primary to secondary school is
challenging for children 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 flexibilty and other problems.
Moreover, teachers appear to have feelings of incompetence in building a strong
working alliance with these children, resulting in feelings of burn-out.
Study objective
To study the effectiveness of an intervention (STAP), which targets the
optimalisation on the transition to secondary school for children with
difficulties with social communication and flexibility.
Study design
A quasi-experimental design with two conditions, using four steps:
(1) Inclusion and screening of target children for the pilot-study;
(2) Pilot-study with max. seven schools for primary education and five schools
for secondary education; max. ten target children and their parents. Goal of
the pilot-study is to pilot the STAP-intervention and to optimize STAP:
baseline- and T0 t/m T4 assessment occasions (no control group).
(3) Inclusion and screening of target children for the quasi-experiment;
(4) Quasi-experiment with min. of 100 schools for primary education and 100
schools for secondary education, 200 children and their parents; goal of the
study is to test the effectiveness of STAP; randomisation, baseline- and T0 t/m
T2 assessment occasions and the implementation of STAP in the experimental
condition. In the control group education-as-usual.
Intervention
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 primary to secondary education for
children with difficulties with social communication and flexibility, and to
support this modulair intervention program in the first grade of secondary
education.
Study burden and risks
Assessment occasions pilot-study (questionnaires):
Children: max. 60 minutes
Parents: max. 100 minutes
Primary education teachers: 20 minutes
Homeroom teachers: 60 minutes
Participating in the STAP pilot-study (filling in screening questionnaires,
attending bridge meeting, implement strategies)
Children: max. 90 minutes
Parents: 90 minutes
Primary education teachers: max. 90 minutes
Homeroom teachers: max. 120 minutes
Assessment occasions quasi-experiment (questionnaires and interview):
Children: max. 180 minutes
Parents: max. 170 minutes
Primary education teachers: 20 minutes
Homeroom teachers: 115 minutes
Participating in STAP quasi-experiment (filling in screening questionnaires,
attending bridge meeting, implement strategies):
Children: 90 minutes
Parents: 90 minutes
Primary education teachers: 90 minutes
Homeroom teachers: 120 minutes
Zernikedreef 11
Leiden 2333 CK
NL
Zernikedreef 11
Leiden 2333 CK
NL
Listed location countries
Age
Inclusion criteria
- Sixth grader in mainstream education or special education;
- Score of 3 on the ASP vignet, reported by primary education teacher.
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
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 | NL60955.078.17 |