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| ID | Type | Description | Link |
|---|---|---|---|
| R324A240031 | Other Grant/Funding Number | Institute of Education Sciences |
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The purpose of the proposed three-site study is to test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize paraeducators' use (fidelity and sustainment) of an evidence-based social engagement intervention, Remaking Recess (RR). RR aims to improve peer related social skills for autistic students and their non-autistic peers who are socially isolated or peripheral and need support during recess.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Remaking Recess | Active Comparator | Remaking Recess is a school-based social engagement intervention designed to enhance elementary school contextual factors to better support peer engagement during recess. Remaking Recess is delivered to educators through direct training and in vivo coaching by a certified Remaking Recess Coach. |
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| TEAM | Experimental | Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Remaking Recess | Behavioral | Remaking Recess (RR) is a school-based social engagement intervention designed to enhance elementary school contextual factors to better support peer engagement during recess. Remaking Recess is delivered to educators through direct training and in vivo coaching by a certified Remaking Recess Coach. |
| Measure | Description | Time Frame |
|---|---|---|
| Remaking Recess Fidelity | This 20-item observation measure rates how well educators are observed to be using core Remaking Recess strategies with students on the playground. Minimum score 1, maximum score 5. Higher scores indicate better outcome. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Measure | Description | Time Frame |
|---|---|---|
| Playground Observation of Peer Engagement (POPE) | This observation-based instrument measures children's engagement with activities and peers. It rates children's engagement states and the frequency within a set amount of time. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Friendship Survey |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Kemmerly Chipongian | Contact | 206-543-3750 | chipokem@uw.edu |
| Name | Affiliation | Role |
|---|---|---|
| Freda Liu, PhD | University of Washington | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of California Los Angeles | Not yet recruiting | Los Angeles | California | 90095 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 39789610 | Derived | Locke J, Sridhar A, Shih W, Shire S, Eisman AB, Kim E, Du A, Espeland C, Kasari C. Study protocol for a hybrid type 3 effectiveness-implementation trial of a team-based implementation strategy to support educators' use of a social engagement intervention. Implement Sci. 2025 Jan 9;20(1):3. doi: 10.1186/s13012-024-01414-3. |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D065886 | Neurodevelopmental Disorders |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D001523 | Mental Disorders |
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All schools that participate in the study will receive Remaking Recess. Additionally, half of the schools will be randomized to receive TEAM, an additional implementation support intervention.
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(participants will be masked during randomization process, after randomization they will be informed which condition they receive. Outcomes assessors will be masked to randomization and randomization outcome to the best of our ability)
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| TEAM | Other | Schools that are randomized to the TEAM condition will receive an additional implementation support intervention. TEAM will leverage existing human resources in the school to specifically focus on developing an implementation blueprint to foster a supportive implementation context for paraeducators to use Remaking Recess. |
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This 5-item free response survey asking students to identify their preferred peers at school. The results of the survey will be analyzed to identify student social network centrality in their classroom (Nuclear, Secondary, Peripheral, or Isolated). |
| Baseline, 4 months, 8 months |
| Teacher Perceptions Measure | This 12-item measure asks teachers to report on their perceptions of their target student's social skills. Minimum score 1, maximum score 3. Higher scores indicate better outcome. | Baseline, 4 months, 8 months |
| Acceptability of Intervention Measure (AIM) | This 12-item self-report measure asks educators to rate how acceptable the interventions (Remaking Recess and TEAM) were. Minimum score 1, maximum score 5. Higher scores indicate better outcome. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Cost Measure | This survey measure asks educators how much time they spent on study-related procedures (Remaking Recess and TEAM) each week. The measure then calculates the average dollar cost each week of study-related procedures based off of the educator's salary in order to better understand the cost of implementation and intervention. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Provider Report of Sustainment Scale (PRESS) | This 3-item self-report measure asks educators to reflect on the sustainment of the use of the target intervention (Remaking Recess) at their school. Minimum score 0, maximum score 4. Higher scores indicate better outcome. | 12 months, 16 months |
| School Implementation Leadership Scale (S-ILS) | This 25-item measure captures educator perceptions of their school leadership and how well the leadership supports the use of the intervention (Remaking Recess). Minimum score 0, maximum score 4. Higher scores indicate better outcome. | Baseline, 4 months, 8 months, 12 months, 16 months |
| School Implementation Climate Scale (SICS) | This 21-item measure captures educator perceptions of their school culture and how well the intervention (Remaking Recess) fits in. Minimum score 0, maximum score 4. Higher scores indicate better outcome. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Team Process Survey Measure (TPS) | A 10-item self-report measure to capture team process. Minimum score 1, maximum score 5. Higher scores indicate better outcome. | Baseline, 4 months, 8 months, 12 months, 16 months |
| Quality of Play Questionnaire | A 19-item measure for parents/caregivers to complete about their child's playdates. Items 1-17 are a numerical rating of how much time a child spends on an activity in their play, with score ranging from a minimum of 0 to maximum of 3. Items 18-19 are a free response numerical frequency rating for parents to report on the number of playdates their child had in the last month. | Baseline, 4 months, 8 months, 12 months, 16 months |
| University of Oregon | Not yet recruiting | Eugene | Oregon | 97403 | United States |
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| University of Washington | Recruiting | Seattle | Washington | 98115 | United States |
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