Coaching school staff to improve special education programs for autistic children
Tests coaching for school staff in special education units serving autistic children.
Plain-language title generated from the registry record
Registry title: Improving Autism Program Quality in Special Education Units: The Use of an APERS-based Model to Support Student Learning and Participation
Key facts
- Where
- Stockholm, SwedenSee the site
Could this be for you?
Answer for yourself. This is not a decision: only the study team can say whether you can take part.
- Are you between 5 and 13 years old?
Source: NCT07830160, who can take part
Where in Sweden
- Stockholm UniversityStockholm, SwedenNo longer taking part
Questions to ask the study team
- How often do I need to come in, and for how long each time?
- Are travel costs paid?
- Can I keep my own doctor?
- What happens if I want to stop?
Trial details
- Who runs it
- Stockholm University
- Trial code
- NCT07830160
- Record updated
- 21 September 2026
- Original description
This study assesses the effect of using the Autism Program Environment Rating Scale (APERS) as a tool for providing feedback, in-service training, and coaching to school staff in order to improve program quality in special education units (SEUs) for children with autism or related sociocommunicative challenges (SCCs). APERS is used in its culturally validated Swedish version (APERS-Primary-SE). Using a quasi-randomized parallel-group design, SEUs will be allocated to either an experimental (APERS+) or control (TAU) condition. In the APERS+ condition, school staff receive continuous and systematic feedback provided by trained coaches based on the initial APERS assessment. In the TAU condition, schools will also receive feedback based on the initial APERS assessment, but no continuous coaching.Read full original descriptionShow less
Improving Autism Program Quality in Special Education Units: The Use of an APERS-based Model to Support Student Learning and Participation
This study assesses the effect of using the Autism Program Environment Rating Scale (APERS) as a tool for providing feedback, in-service training, and coaching to school staff in order to improve program quality in special education units (SEUs) for children with autism or related sociocommunicative challenges (SCCs). APERS is used in its culturally validated Swedish version (APERS-Primary-SE). Using a quasi-randomized parallel-group design, SEUs will be allocated to either an experimental (APERS+) or control (TAU) condition. In the APERS+ condition, school staff receive continuous and systematic feedback provided by trained coaches based on the initial APERS assessment. In the TAU condition, schools will also receive feedback based on the initial APERS assessment, but no continuous coaching.
It is hypothesized that the APERS based intervention will improve overall program quality for children with autism or related SCCs as compared to TAU. Additionally, we also expect the intervention to improve student functioning, students' individual goal attainment, students' perception of their schools, and teacher self-efficacy as compared to TAU.
Inclusion: Located within the Stockholm Region; To have one or more SEUs for preschool class, primary school, or middle school students; To be enrolled in a SEU in preschool class, primary school, or middle school; To have a documented formal community diagnosis of autism according to ICD-10, DSM-IV or DSM-5 or having related challenges with social communication and interaction as assessed by school staff and guardians.
Exclusion: No exclusion criteria not already mentioned.