Coaching and leadership to support autistic elementary students in schools
Coaching and Leadership in Autism Support Settings
This project will test whether a brief teacher-delivered behavior program (RUBIES) plus a school leadership strategy (HELM) can reduce externalizing behaviors in K–5 autistic children and help educators keep using effective practices.
Quick facts
| Phase | Not applicable |
|---|---|
| Study type | Interventional |
| Enrollment | 373 (estimated) |
| Ages | 5 Years and up |
| Sex | All |
| Sponsor | University of California, Los Angeles Academic / other |
| Locations | 1 site (Los Angeles, California) |
| Trial ID | NCT07276750 on ClinicalTrials.gov |
What this trial studies
This hybrid type 2 effectiveness-implementation trial simultaneously tests two components: RUBIES, an efficient educator-delivered clinical intervention to reduce externalizing behaviors in autistic children, and HELM, an organizational strategy designed to enhance sustainment of evidence-based practices in public schools. Participating educators receive psychoeducation and training to deliver RUBIES while school leaders engage with HELM implementation supports to promote fidelity and ongoing use. Eligible student participants are K–5 autistic children (ages 5–12) with a documented ASD IEP and elevated externalizing behavior scores, and educators include teachers, paraeducators, and related service staff who work with those students. The project is conducted at UCLA with collaboration from the University of Washington and measures both child behavior outcomes and implementation outcomes over time.
Who should consider this trial
Good fit: Ideal participants are K–5 autistic students (ages 5–12) with a documented ASD IEP and elevated SESBI-R and EDI scores who are enrolled with participating educators, along with the teachers and staff who provide their instruction or behavioral support.
Not a fit: Children without elevated externalizing behaviors (SESBI-R <101 or EDI <8), those outside grades K–5 or ages 5–12, or those not enrolled with a participating educator are unlikely to benefit from this intervention.
Why it matters
Potential benefit: If successful, this approach could reduce disruptive classroom behaviors and help schools reliably adopt and sustain effective behavior supports for autistic students, improving learning and classroom climate.
How similar studies have performed: Previous school-based, teacher-delivered behavior programs have shown moderate success reducing externalizing behaviors, but combining clinical interventions with organizational implementation strategies to improve long-term sustainment is less well-established.
Eligibility criteria
Show full inclusion / exclusion criteria
Inclusion Criteria: * Special or general education teachers, paraeducators, and other staff who provide direct instruction and/or behavioral support to autistic children during the school day (e.g., speech therapist, school psychologist). * Autistic children with: * a documented autism spectrum disorder diagnosis via school records (i.e., Individualized Education Program; IEP) * are enrolled with a participating educator * are in grades K-5 * ages 5-12 * Sutter Eyberg Student Behavior Inventory-Revised (SESBI-R) total score \>=101 * EDI sum score of \>=8 at baseline Exclusion Criteria: * SESBI-R total score \<101 (i.e. T score 51+) * EDI sum score \<8
Where this trial is running
Los Angeles, California
- UCLA — Los Angeles, California, United States (Recruiting)
Study contacts
- Study coordinator: Jill J Locke, PhD
- Email: locke@seis.ucla.edu
- Phone: 818-384-3554
How to participate
- Review the eligibility criteria above with your treating physician.
- Visit the official trial page on ClinicalTrials.gov for the most current contact information and recruitment status.
- Contact the listed study coordinator or principal investigator to request pre-screening. Pre-screening is free and never obligates you to enroll.