Recherche communautaire avec les districts scolaires urbains qui sont au service les enfants avec un diagnostic de trouble du spectre de l'autisme

Traduction: G.M.

L'objectif de la recherche est d'illustrer le processus de recherche participative par partenaire communautaire (CPPR) pour développer et évaluer des interventions pour les enfants avec un diagnostic de TSA dans les districts scolaires urbains.

Les résultats suggèrent que, bien que le CPPR ait des limites, il peut aider à sélectionner les interventions pour répondre aux priorités de la communauté et produire des résultats favorables pour les enfants avec un diagnostic de TSA dans les écoles publiques. Une prochaine étape importante est d'évaluer la durabilité des interventions introduites dans ce projet. 

Acad Pediatr. 2017 Apr 25. pii: S1876-2859(17)30173-0. doi: 10.1016/j.acap.2017.04.017.

Community-Partnered Research with Urban School Districts that Serve Children with Autism Spectrum Disorder

Smith T¹, Iadarola S², Mandell DS³, Harwood R⁴, Kasari C⁵.

Author information

1

Department of Pediatrics, University of Rochester Medical Center, 265 Crittenden Blvd. Rochester, NY. Electronic address: Tristram_Smith@URMC.Rochester.edu

2

Department of Pediatrics, University of Rochester Medical Center, 265 Crittenden Blvd. Rochester, NY 14642.

3

Center for Mental Health Policy and Services Research, University of Pennsylvania Perelman School of Medicine, 3535 Market Street, 3rd Fl Philadelphia, PA 19104.

4

Division of Research, Office of Epidemiology and Research, Maternal and Child Health Bureau, HRSA, 5600 Fishers Lane, 18N116, Rockville, MD 20857.

5

Graduate School of Education & Information Sciences, University of California, Los Angeles, Moore Hall, Box 951521, 405 Hilgard Avenue, Los Angeles, CA 90095-1521.

Abstract

OBJECTIVE:

To illustrate the process of community-partnered participatory research (CPPR) to develop and evaluate interventions for children with autism in urban school districts METHODS: We formed partnerships of school personnel, parents, and researchers to guide the project. We then conducted focus groups, key informant interviews, and town halls to explore how public schools currently serve students with autism. We used findings from these activities to adapt interventions for public schools. We then tested interventions in randomized clinical trials (RCTs).

RESULTS:

Community input indicated a particular need for interventions to improve children's social interaction and instructional supports to promote their success throughout the day. Based on this input, we adapted two interventions: Remaking Recess for improving peer engagement during social times; and Schedules, Tools, and Activities for Transition (STAT) for facilitating successful transitions between activities throughout the daily routine. Results of the RCT of Remaking Recess are not yet available. The RCT of STAT involved 150 children and 56 teachers. Teachers reported high buy-in and increased their proficiency at implementing STAT; children with ASD reduced their disruptive behavior and made progress toward teacher-nominated goals. However, teachers' implementation remained inconsistent, and children did not reliably improve in academic engagement or independence.

CONCLUSIONS:

The findings suggest that, although CPPR has limitations, it can assist in selecting interventions to address community priorities and produce some favorable outcomes for children with autism in public schools. An important next step is to evaluate the sustainability of the interventions introduced in this project.

Copyright © 2017. Published by Elsevier Inc.

PMID: 28454928

DOI: 10.1016/j.acap.2017.04.017