Comprehensive Collection, Charting, and Communication System (CCCCSys)
Recruitment status was: Active, not recruiting
|Study Design:||Observational Model: Case-Only
Time Perspective: Prospective
|Official Title:||Phase 1 Study of a Digital/Internet/Mobile System for Collecting, Charting and Communicating About the Behaviors of Children on the Autism Spectrum|
|Study Start Date:||October 2009|
|Estimated Study Completion Date:||August 2011|
|Estimated Primary Completion Date:||August 2011 (Final data collection date for primary outcome measure)|
Professionals treating autistic children
Special educators, occupational therapists, speech pathologists, behavior analysts who work with children on the spectrum.
|Families with autistic children (3-10)|
Project Summary: SymTrend is seeking funding to bring low-cost, technology-afforded power and efficiency to the special education (SPED) of a lower functioning child with autism (LFCA). Each LFCA has a federally mandated, individualized education plan (IEP). An effective IEP requires intensive school and home-based behavioral monitoring: iterations of behavioral data recording, progress charting, and team communication. SymTrend will extend the functionality of its current Internet and mobile system for behavioral monitoring to include the use of digital pen technology for recording on specially printed forms. The project will then test the two types of electronic monitoring (iPod Touch and digital pens) against current pencil and paper monitoring. It is hypothesized that an electronic system with four components - i.e., forms creation, data collection, progress charting, and team communication - will reduce the time burden of behavioral monitoring and enable schools to meet the IEP needs of its students within the constraints of very restrictive educational budgets.
Objectives: The three objectives of this project are 1) to design and implement a four-component behavioral monitor for IEPs that is easy-to-use, cost-sensitive, and has the power and efficiency to optimize and sustain behavioral improvement in LFCA; 2) to incorporate functionality for an extensive range of a) learning contexts, b) types of behavioral measurement, and c) progress charting formats that meet IEP reporting requirements; and 3) to contrast electronic behavioral monitoring with standard paper methods in terms of: a) efficiency, b) power, and c) acceptance.
Design and Methods: The test of the system will include a sample 15 children participating in one of two public school systems. LFCA will be monitored by parents and more than one type of professional both at school and at home. Monitoring will occur in the context of skill learning and disruptive behavior elimination. Professionals will keep track of their time and effort doing behavioral recording, charting, and communicating with other members of the IEP team. The research design includes within-subject comparisons of baseline paper monitoring versus electronic monitoring in terms of efficiency, power, and acceptance.
Significance: The electronic behavioral monitoring system created to support IEP use with LFCA can also be used with higher functioning children with autism (HFCA), other developmental disabilities (e.
g., ADHD), other clinical uses (e.g., depression and anxiety), academic use (e.g., university level behavioral science) and commercial use (e.g., human factors studies).
Please refer to this study by its ClinicalTrials.gov identifier: NCT01005953
|United States, Massachusetts|
|Belmont, Massachusetts, United States, 02478|