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
Bron
Verkorte titel
Aandoening
- autism spectrum symptoms - anxiety - behavioral and emotional problems
Ondersteuning
-Rotterdam University of Applied Sciences
-Erasmus MC
Onderzoek SIA (RAAK-Mkb & RAAK-Pro)
-NWO Promotiebeurs voor Leraren
-Citylab 010
-Stichting Gereformeerd Burgerweeshuis
Onderzoeksproduct en/of interventie
Uitkomstmaten
Primaire uitkomstmaten
self-efficacy pupil<br>
self efficacy teacher
Achtergrond van het onderzoek
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.
Doel van het onderzoek
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.
Onderzoeksopzet
A screening and five timepoints (baseline measure and four effect measures)
Onderzoeksproduct en/of interventie
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.
Publiek
Wetenschappelijk
Belangrijkste voorwaarden om deel te mogen nemen (Inclusiecriteria)
- sixth grader
- score above cut-off on autism quotiënt (AQ),
reported by parent and/or teacher
Belangrijkste redenen om niet deel te kunnen nemen (Exclusiecriteria)
- severe mental or physical illness
Opzet
Deelname
Opgevolgd door onderstaande (mogelijk meer actuele) registratie
Geen registraties gevonden.
Andere (mogelijk minder actuele) registraties in dit register
Geen registraties gevonden.
In overige registers
| Register | ID |
|---|---|
| NTR-new | NL5980 |
| NTR-old | NTR6144 |
| Ander register | METC Erasmus MC. : MEC-2016-694 |
| CCMO | NL56962.078.16 |
Samenvatting resultaten
<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.