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| ID | Type | Description | Link |
|---|---|---|---|
| 26-C-01055 | Other Identifier | Northeastern University |
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| Name | Class |
|---|---|
| Society for Pediatric Psychology | UNKNOWN |
| American Psychological Association (APA) | OTHER |
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The goal of this clinical trial is to learn if WE PLAY for Parents can improve caregivers' knowledge, attitudes, confidence, and skills promoting physical activity with their young child with autism. The main questions it aims to answer are: (1) Do participants who complete WE PLAY for Parents improve their knowledge, behavior intentions, perceived behavior control, self-efficacy, and parenting practices related to physical activity promotion with their child (Primary Hypotheses); and (2) Do participants view WE PLAY for Parents as acceptable, understandable, and feasible [secondary hypothesis)?
Researchers will compare the WE PLAY for Parents group [experimental arm] to a Waitlist Control group to see if there are differences in the variables listed in the primary hypothesis.
Participants will: (1) Complete a set of questionnaires at three timepoints: pre-training, post-training, and 3-month follow-up that each take between 10-15 minutes; (2) be randomly assigned to take the training over the next two weeks or be offered the training after 3 months.
The online training takes about 90 minutes. It includes watching informational videos, viewing video clips of adults helping children be active, reading handouts on behavior management tips and social stories, participating in an anonymous discussion board with other parents, and completing a self-assessment.](streamdown:incomplete-link)
After completing a study interest form to determine eligibility and providing informed consent, participants will be randomized to the WE PLAY for Parents or a Waitlist Control group. At week 0, all participants will complete the pre-test survey and WE PLAY for Parents group participants will receive access to the WE PLAY for Parents intervention. At week 2, participants in both groups will complete a post-training survey. At week 14, participants in both groups will complete a three-month follow-up survey. At week 14, after completing the third survey, participants in the Waitlist Control group will receive access to WE PLAY for Parents.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| WE PLAY for Parents Group | Experimental | Participants in the WE PLAY for Parents Group will be asked to complete the intervention in the first two weeks of the study period. |
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| Control Group | No Intervention | Participants in the Waitlist Control group will be given access to the WE PLAY for Parents training after their study data collection is complete. This group will not receive any intervention during the data collection period. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Wellness Enhancing Physical Activity for Young Children: Parent Version (WE PLAY for Parents) | Behavioral | WE PLAY for Parents is an online intervention that includes an asynchronous online training with written material about physical activity promotion. Users view video clips of adults promoting active play with young children, review handouts with behavior management tips and social stories, participate in an anonymized discussion board with other parent participants, and complete a self-assessment. Intervention completion is takes between 1.5 to 2 hours. |
| Measure | Description | Time Frame |
|---|---|---|
| Change from Pre-Training in Parental Confidence in Promoting Physical Activity for their Children on the Preschool Parent Confidence Questionnaire (PPCQ) at Week 2 | The PPCQ is a 17-item, self-report instrument measuring parental confidence in promoting physical activity for their children (Coleman, 2010). The 17 items are rated 0 (not confident)-10 (totally confident), yielding a total score (0-170) with higher scores indicating higher parental self-efficacy. The PPCQ demonstrates strong reliability (α = 0.92-0.94). | Pre-training (Week 0), Post-training (Week 2) |
| Change from Pre-Training in Parental Physical Activity Knowledge at Week 2 | The physical activity knowledge test measures parental knowledge of physical activity promotion among young children with autism. The measure contains 10 multiple-choice items that were developed based on content from the WE PLAY for Parents online intervention. Scores range from 0-10 with higher scores indicating stronger knowledge. | Pre-training (Week 0), Post-training (Week 2) |
| Change from Pre-Training in Parental Behavioral Intention and Perceived Behavioral Control on the Adapted Early Childhood Educator Movement Behavioral Intention and Perceived Control Questionnaire (ECE-MBIPC) at Week 2 | An adapted version of the validated ECE-MBIPC assesses behavior intentions and perceived behavior control over five physical activity-related behaviors. The 10 items are rated using a 7-point, Likert-type scale, and generate composite scores for behavioral intention (5 items) and perceived control (5 items), with higher scores indicating greater likelihood of engagement. Composite scores range from 0-35 for behavioral intention and perceived control. The ECE-MBIPC questionnaire shows high internal consistency (Cronbach's alpha > 0.85 across subscales) (Bruijns et al., 2023). | Pre-training (Week 0), Post-training (Week 2) |
| Change from Pre-Training in Parental Physical Activity Promotion Practices on the Preschooler Physical Activity Parenting Practices (PPAPP) at Week 14 |
| Measure | Description | Time Frame |
|---|---|---|
| Describe Acceptability, Understanding, and Feasibility of the WE PLAY for Parents Intervention with the Usage Rating Profile-Intervention Revised (URP-IR) at Post-Training | The URP-IR assesses intervention acceptability (7 items), understanding (3 items), and feasibility (6 items). Items are rated using a 6-point scale with higher scores reflecting greater likelihood of intervention adoption and use (α = 0.72-0.95) (Briesch et al., 2013). |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Haley V Medeiros, M.S./CAGs | Contact | 5086540724 | medeiros.ha@northeastern.edu |
| Name | Affiliation | Role |
|---|---|---|
| Jessica Hoffman, PhD, NCSP | Northeastern University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Northeastern University | Recruiting | Boston | Massachusetts | 02115 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Enders, C. K. (2010). Applied missing data analysis. Guilford Press. | ||
| Result | Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T | ||
| 34501785 | Result | Agard B, Zeng N, McCloskey ML, Johnson SL, Bellows LL. Moving Together: Understanding Parent Perceptions Related to Physical Activity and Motor Skill Development in Preschool Children. Int J Environ Res Public Health. 2021 Aug 31;18(17):9196. doi: 10.3390/ijerph18179196. | |
| 39259233 |
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Only fully-anonymized data will be used for future research or shared with other researchers for their own studies.
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP_ICF | Yes | Yes | Yes | Study Protocol, Statistical Analysis Plan, and Informed Consent Form | Jan 28, 2026 |
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This is a waitlist control RCT design. The waitlist group will receive access to the intervention (WE PLAY for Parents) at the end of their study participation (after the final data point is collected at the 3-month follow-up survey).
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The Engagement subscale of the PPAPP measures parental encouragement of physical activity. This subscale includes 15 items that are rated using a 5-point scale. Scores range from 0-75 and higher scores indicate more frequent PA-promoting practices. Cronbach's α values= 0.87-0.92 (O'Connor et al., 2014).
| Pre-training (week 0), 3-month Follow-Up (week 14). |
| Post-training (Week 2) |
| Result |
| Barry A, Ku B, Swarup G, Christensen LA, Columna L. Psychological factors of parental physical activity support among parents of children with disabilities: a meta-analysis. Disabil Rehabil. 2025 May;47(10):2503-2511. doi: 10.1080/09638288.2024.2399222. Epub 2024 Sep 11. |
| 23375174 | Result | Briesch AM, Chafouleas SM, Neugebauer SR, Riley-Tillman TC. Assessing influences on intervention implementation: revision of the usage rating profile-intervention. J Sch Psychol. 2013 Feb;51(1):81-96. doi: 10.1016/j.jsp.2012.08.006. Epub 2012 Sep 20. |
| Result | Bruijns, B. A., Johnson, A. M., Burke, S. M., & Tucker, P. (2023). Validation of a physical activity, sedentary behavior, and outdoor play behavioral intention and perceived behavioral control tool for early childhood educators. Early Childhood Education Journal, 51(3), 559-567. https://doi.org/10.1007/s10643-022-01314-5 |
| 29219090 | Result | Carson V, Lee EY, Hewitt L, Jennings C, Hunter S, Kuzik N, Stearns JA, Unrau SP, Poitras VJ, Gray C, Adamo KB, Janssen I, Okely AD, Spence JC, Timmons BW, Sampson M, Tremblay MS. Systematic review of the relationships between physical activity and health indicators in the early years (0-4 years). BMC Public Health. 2017 Nov 20;17(Suppl 5):854. doi: 10.1186/s12889-017-4860-0. |
| Result | Coleman, M. B. (2010). Development and validation of the Preschool Parent Confidence Questionnaire (PPCQ): A parental self-efficacy instrument (Unpublished master's thesis). Northern Illinois University, IL. |
| 38724331 | Result | Columna L, Meera B, Prieto LA, Haegele JA. The perceived influence of a physical activity intervention on the intentions of parents of autistic children towards physical activities. Disabil Health J. 2024 Oct;17(4):101637. doi: 10.1016/j.dhjo.2024.101637. Epub 2024 Apr 30. |
| 27005942 | Result | Finch M, Jones J, Yoong S, Wiggers J, Wolfenden L. Effectiveness of centre-based childcare interventions in increasing child physical activity: a systematic review and meta-analysis for policymakers and practitioners. Obes Rev. 2016 May;17(5):412-28. doi: 10.1111/obr.12392. Epub 2016 Mar 23. |
| 25110403 | Result | Goldstein NE, Kemp KA, Leff SS, Lochman JE. Guidelines for Adapting Manualized Interventions for New Target Populations: A Step-Wise Approach Using Anger Management as a Model. Clin Psychol (New York). 2012 Dec 1;19(4):385-401. doi: 10.1111/cpsp.12011. |
| 35820873 | Result | Ha AS, He Q, Lubans DR, Chan CH, Ng JYY. Parent-focused online intervention to promote parents' physical literacy and support children's physical activity: results from a quasi-experimental trial. BMC Public Health. 2022 Jul 12;22(1):1330. doi: 10.1186/s12889-022-13739-z. |
| Result | He, Q., Ha, A. S. C., Ng, J. Y. Y., Cairney, J., & Bedard, C. (2022). Associations between parent perceived social cognitive factors and child objectively measured physical activity behaviors among preschool-aged children. Psychology of Sport and Exercise, 61, 102200. https://doi.org/10.1016/j.psychsport.2022.102200 |
| 30257277 | Result | Hnatiuk JA, Brown HE, Downing KL, Hinkley T, Salmon J, Hesketh KD. Interventions to increase physical activity in children 0-5 years old: a systematic review, meta-analysis and realist synthesis. Obes Rev. 2019 Jan;20(1):75-87. doi: 10.1111/obr.12763. Epub 2018 Sep 26. |
| 31843864 | Result | Hyman SL, Levy SE, Myers SM; COUNCIL ON CHILDREN WITH DISABILITIES, SECTION ON DEVELOPMENTAL AND BEHAVIORAL PEDIATRICS. Identification, Evaluation, and Management of Children With Autism Spectrum Disorder. Pediatrics. 2020 Jan;145(1):e20193447. doi: 10.1542/peds.2019-3447. Epub 2019 Dec 16. |
| 32971518 | Result | Ku B, MacDonald M, Hatfield B, Gunter K. Parental Influence on the Physical Activity Behaviors of Young Children With Developmental Disabilities. Adapt Phys Activ Q. 2020 Sep 24;37(4):441-460. doi: 10.1123/apaq.2019-0120. Print 2020 Oct 1. |
| 24428935 | Result | O'Connor TM, Cerin E, Hughes SO, Robles J, Thompson DI, Mendoza JA, Baranowski T, Lee RE. Psychometrics of the preschooler physical activity parenting practices instrument among a Latino sample. Int J Behav Nutr Phys Act. 2014 Jan 15;11:3. doi: 10.1186/1479-5868-11-3. |
| Result | Schmidt, E., Hoffman, J., Mulé, C., & Briesch, A. (2023). Adapting a preschool physical activity intervention to be inclusive of children on the autism spectrum. International Journal of Disability, Development and Education, 1-19. https://doi.org/10.1080/1034912X.2023.2291575 |
| 33715781 | Result | Schmidt EM, Hoffman JA, Mule C, Briesch A. Effects of a teacher training program to promote physically active play among preschoolers with autism spectrum disorders. J Sch Psychol. 2021 Apr;85:57-79. doi: 10.1016/j.jsp.2021.01.003. Epub 2021 Feb 13. |
| 30705808 | Result | Hoffman JA, Schmidt EM, Castaneda-Sceppa C, Hillman CH. The theoretical foundation, fidelity, feasibility, and acceptability of a teacher training to promote physical activity among preschoolers in child care: A pilot study. Prev Med Rep. 2019 Jan 9;13:214-217. doi: 10.1016/j.pmedr.2019.01.003. eCollection 2019 Mar. |
| 31916788 | Result | Hoffman JA, Schmidt EM, Arguello DJ, Eyllon MN, Castaneda-Sceppa C, Cloutier G, Hillman CH. Online preschool teacher training to promote physical activity in young children: A pilot cluster randomized controlled trial. Sch Psychol. 2020 Mar;35(2):118-127. doi: 10.1037/spq0000349. Epub 2020 Jan 9. |
| Feb 11, 2026 |
| Prot_SAP_ICF_000.pdf |
| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D001321 | Autistic Disorder |
| D009043 | Motor Activity |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D001519 | Behavior |
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