Coaching and Leadership in Autism Support Settings (CLASS). This study proposes a hybrid type 2 effectiveness-implementation trial that tests: 1) the clincial effectiveness of an educator-delivered clinical intervention to reduce autistic children’s externalizing behaviors (Research Unit in Behavioral Intervention in Educational Settings, RUBIES), and 2) the implementation effectiveness of an organizational implementation strategy designed specifically to enhance sustainment of evidence-based practices in public schools (Helping Educational Leaders Mobilize evidence; HELM). This study also examines mechanisms through which RUBIES impacts clinical outcomes and through which HELM influences implementation outcomes.
PIs: Jill Locke, PhD at UCLA and Karen Bearss, PhD at Catalight
Pilot RCT of RUBI for Autistic Adults. The goal of this clinical trial is to evaluate if a redesigned version of the RUBI parenting intervention can reduce challenging behaviors and improve adaptive skills in autistic adults with co-occurring challenging behaviors. Study aims focus on the feasibility and acceptability of the redesigned RUBI intervention with autistic adults and their families and the efficacy of the intervention in reducing challenging behaviors and enhancing quality of life for autistic adults. Researchers will compare the redesigned RUBI intervention to an active control group, Introduction to the Science and Lived Experience of Autism (ISLEA), to see if RUBI is more effective in improving outcomes for autistic adults and their families.
PI: Daina Tagavi, PhD at the University of Washington
Development of the MENU Protocol. Investigators will develop and pilot MENU, a culturally responsive and caregiver-driven intervention specifically designed to support underserved families of young autistic children during the diagnostic wait period. MENU will equip underserved caregivers with flexible, evidence-based strategies to improve parent mental health, child social communication, and challenging behaviors. The intervention consists of modular content drawn from three well-established practices targeting core characteristics of autism: Acceptance and Commitment Therapy for caregiver mental health and well-being, Enhanced Milieu Teaching for child social communication, and RUBI Parent Training for managing a child’s challenging behaviors.
PI: James Lee, PhD, MPH, BCBA-D at University of Texas, Austin
Culturally Adapted RUBI-T for Spanish-Speaking Families in Texas and Mexico (SS RUBI-T). study will test a version of RUBI that has been adapted for Spanish-speaking families in the U.S. and Mexico. We will invite 100 parents of autistic children between the ages of 2 and 9 to take part. Half will start the program right away, while the other half will wait and receive it later. Parents in the program will join eight online group sessions, use a Spanish handbook at home, and practice strategies with support from trained facilitators. We will look at whether the program helps reduce children’s challenging behaviors, lowers parent stress, and increases parents’ confidence in managing behaviors. We will also ask parents to share their experiences and opinions about how well the program fits their culture and daily life. By combining numbers (surveys) and stories (interviews), this project will show whether the adapted program works well for Spanish-speaking families. The results can help make autism services more fair, accessible, and supportive for families from diverse backgrounds.
PI: Gospel Kim, PhD, BCBA-D at Baylor University
Optimizing Outcomes for Young Autistic Children. The overarching goal of the proposed study is to: (a) determine how best to sequence two parent-mediated interventions: a social communication intervention (Project ImPACT, Improving Parents as Communication Teachers) and a disruptive behavior intervention (RUBI Parent Training for Disruptive Behavior) and (b) examine moderators and mediators of intervention outcomes.
PI: Megan Roberts, PhD, CCC-SLP at Northwestern University