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Building Better Bridges: Outcomes of a Community-Partnered New School Transition Intervention for Students on the Autism Spectrum.
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.
Afiliación
  • Nuske HJ; Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA. heather.nuske@pennmedicine.upenn.edu.
  • Smith T; Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA.
  • Levato L; Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA.
  • Bronstein B; Center for Education, College of Health & Human Services, Widener University, Chester, PA, USA.
  • Sparapani N; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Garcia C; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
  • Castellon F; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
  • Lee HS; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
  • Vejnoska SF; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Hochheimer S; Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA.
  • Fitzgerald AR; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Chiappe JC; Teacher Education Division, Special Education, College of Education, California State University, Dominguez Hills, Carson, CA, USA.
  • Nunnally AD; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Li J; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Shih W; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
  • Brown A; Professional Development and Research, Early Learning Services, Elwyn, Philadelphia, PA, USA.
  • Cullen M; Special Education Department, Rochester City School District, Rochester, NY, USA.
  • Hund LM; Health Resources and Services Administration, Division of Healthy Start and Perinatal Services, Maternal and Child Health Bureau, Rockville, MD, USA.
  • Stahmer AC; Departments of Psychiatry and Behavioral Sciences, Psychology, and Education, UC Davis MIND Institute, University of California, Davis, Sacramento, CA, USA.
  • Iadarola S; Division of Developmental and Behavioral Pediatrics, University of Rochester Medical Center, Rochester, NY, USA.
  • Mandell DS; Penn Center for Mental Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA, USA.
  • Hassrick EM; A.J. Drexel Autism Institute, Drexel University, Philadelphia, PA, USA.
  • Kataoka S; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
  • Kasari C; Department of Psychiatry, Center for Autism Research & Treatment, UCLA Semel Institute, Los Angeles, University of California, Los Angeles, CA, USA.
J Autism Dev Disord ; 2024 Jun 12.
Article en En | MEDLINE | ID: mdl-38865033
ABSTRACT
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.
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Texto completo: 1 Bases de datos: MEDLINE Idioma: En Revista: J Autism Dev Disord Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos
Texto completo
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Bases de datos: MEDLINE Idioma: En Revista: J Autism Dev Disord Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos