Evidence map›Paper›PMID 39789610›Full record

ArticleImplementation science : IS2025

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.

Jill Locke, Aksheya Sridhar, Wendy Shih, Stephanie Shire, Andria B Eisman, Emily Kim, Adora Du, Christine Espeland, Connie Kasari

Registry-linked trialAbstract readClinical Trial Protocol
PubMed Full text at PMC Publisher
In one paragraph

Article in Implementation science : IS, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06559267 (School-based Paraeducator Education for Engagement at Recess), which is not on this map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT06559267 narecruitingnot on this map

School-based Paraeducator Education for Engagement at Recess

TypeinterventionalSponsorUniversity of WashingtonRan2024 to 2029Enrolled350ConditionsAutism Spectrum Disorder, Neurodevelopmental DisordersArmsRemaking Recess, TEAM
3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Jill LockeUniversity of Washington, Box 357920, Seattle, WA, 98195, USA. jjlocke@uw.edu.ORCID 0000-0003-1445-8509
Aksheya SridharUniversity of Washington, Box 357920, Seattle, WA, 98195, USA.
Wendy ShihUniversity of California, Los Angeles, Los Angeles, CA, 90025, USA.
Stephanie ShireUniversity of Oregon, Eugene, OR, 97403, USA.
Andria B EismanWayne State University, Detroit, MI, 48202, USA.
Emily KimUniversity of Washington, Box 357920, Seattle, WA, 98195, USA.
Adora DuUniversity of Washington, Box 357920, Seattle, WA, 98195, USA.
Christine EspelandUniversity of Washington, Box 357920, Seattle, WA, 98195, USA.
Connie KasariUniversity of California, Los Angeles, Los Angeles, CA, 90025, USA.

Funding

Institute of Education Sciences R324A240031
6 · The paper itself

Abstract

backgroundRemaking Recess (RR) is a school-based evidence-based peer social engagement intervention for autistic students. RR involves direct training and coaching with educators; however, educators face several barriers to implementation at both the individual- and organizational-levels. This protocol paper describes a multi-site study that will test whether an educator-level implementation strategy, coaching, with or without a school-level implementation strategy, school-based teams, will maximize educators' use (fidelity and sustainment) of RR for autistic students and their peers who are socially-isolated, rejected, or peripheral and may need additional support during recess.

methodsThis study will employ a hybrid type-3 effectiveness-implementation trial. Fifty-five elementary schools will be recruited as well as 121 educators (e.g., classroom assistants, aides), 55 general and special educator teachers, and 83-138 other school personnel (e.g., administrators). Additionally, at least 118 autistic students and allistic or non-autistic classmates will be recruited as RR recipients. Participants will complete baseline assessments at the beginning of the year, and all schools will be provided RR training. Schools will be randomized to coaching with or without school-based teams. This study will measure RR fidelity (primary outcome), RR sustainment, as well as peer engagement, social network inclusion, and social skills (secondary outcomes). It is expected that coaching with school-based teams will improve both RR fidelity and social network inclusion, while coaching with and without school-based teams will result in improved peer engagement and social skills. DISCUSSION: Previous research has documented barriers to RR implementation at both the individual- (provider) and organization-level (school). Using multi-level implementation strategies such as coaching with school-based teams may address these barriers and support RR implementation in schools. Findings from this study may guide future efforts to scale up tailored implementation strategies for use in public school districts, with the ultimate goal of increasing intervention access and improving student outcomes.

trial registrationName of the Registry: clinicaltrials.gov.

trial registrationClinical Trials ID: NCT06559267 . Date of Registration: August 15, 2024. Prospectively registered.

Indexed as

Implementation ScienceSchool TeachersSocial ParticipationAutistic DisorderChildHumansMulticenter Studies as TopicPeer GroupSchoolsStudentsAutismImplementationRecessSchoolsTeam

Identifiers

PMID39789610
PMCPMC11721225

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.