Nuske Heather J, Smith Tristram, Levato Lynne, Bronstein Briana, Sparapani Nicole, Garcia Consuelo, Castellon Fernanda, Lee Hyon Soo, Vejnoska Sarah F, Hochheimer Samantha, Fitzgerald Amber R, Chiappe Jenny C, Nunnally Amanda Dimachkie, Li Jennica, Shih Wendy, Brown Ashlee, Cullen Michelle, Hund Lisa M, Stahmer Aubyn C, Iadarola Suzannah, Mandell David S, Hassrick Elizabeth McGhee, Kataoka Sheryl, Kasari Connie
Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA.
J Autism Dev Disord. 2024 Jun 12. doi: 10.1007/s10803-024-06285-7.
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed Building Better Bridges (BBB), a caregiver coaching intervention that includes training on effective school communication, educational rights, advocacy, and child preparation strategies. We compared BBB (n = 83) to a module/resources-only comparison (n = 87) in a four-site randomized controlled trial in racially and ethnically diverse, under-resourced communities. In our intent-to-treat analysis, caregivers and teachers in BBB rated students' transitions to the new classroom as more positive, relative to the comparison group. Results suggest this low-cost intervention can improve the transition process for families and students at high risk of poor transitions.
对于自闭症谱系的学生来说，进入新学校可能具有挑战性。目前尚无已发表的、基于证据的干预措施来支持处于这一关键时期向中小学过渡的学生的家庭和教师。我们运用社区合作参与式研究方法，开发了“搭建更好桥梁”（BBB）项目，这是一种针对照顾者的指导干预措施，包括有效学校沟通、教育权利、维权及儿童准备策略等方面的培训。在四个种族和民族多样、资源匮乏的社区进行的一项四地点随机对照试验中，我们将BBB组（n = 83）与仅提供模块/资源的对照组（n = 87）进行了比较。在我们的意向性分析中，与对照组相比，BBB组的照顾者和教师对学生向新班级过渡的评价更为积极。结果表明，这种低成本干预措施可以改善面临不良过渡高风险的家庭和学生的过渡过程。
