| Field | Before | After |
|---|---|---|
| Field Trial Status | Before completed | After withdrawn |
| Field Last Published | Before August 18, 2022 02:46 PM | After September 04, 2022 03:28 PM |
| Field Study Withdrawn | Before | After Yes |
| Field Study Withdrawal Date | Before | After August 25, 2019 |
| Field Intervention Completion Date | Before | After August 25, 2019 |
| Field Data Collection Complete | Before | After Yes |
| Field Final Sample Size: Number of Clusters (Unit of Randomization) | Before | After 15 schools |
| Field Was attrition correlated with treatment status? | Before | After No |
| Field Final Sample Size: Total Number of Observations | Before | After 60 preschool teachers |
| Field Final Sample Size (or Number of Clusters) by Treatment Arms | Before | After 12 schools , 60 preschool teachers |
| Field Is there a restricted access data set available on request? | Before | After No |
| Field Program Files | Before | After No |
| Field Data Collection Completion Date | Before | After August 25, 2019 |
| Field Is data available for public use? | Before | After No |
| Field Additional Keyword(s) | Before | After autism, preschool teachers |
| Field | Before | After |
|---|---|---|
| Field Paper Abstract | Before | After Background: Increasing efforts have been focused on providing a quality education for children with Autism Spectrum Disorder (ASD) after identifying them at an early stage. Preschool teachers play a major role in the main ASD identification system as they represent the gatekeepers to identify and refer any children suspected of ASD to specialists. However, there is little literature available on the ability of preschool teachers of their perception regarding this role. Aim: The main objective of this study is to evaluate the feasibility and acceptability of an educational module to identify children with ASD (EMASD). The second objective is to assess the initial impact of the EMASD on improving preschool teacher’s ability to identify children with ASD in a normal school. Method: This pilot study will examine the feasibility of the randomised controlled trial (RCT) using EMASD as an intervention. The intervention will be ten weekly group-based sessions designed to improve the knowledge, belief, identification skills, and self-efficacy to identify children with ASD among Yemeni preschool teachers. The teachers will be randomly assigned to the intervention group that will receive the EMASD and the control group without any intervention. The feasibility will be determined based on the effectiveness as measured by questionnaires and open-ended questions. General linear measurement (GLM) will be used to compare the outcome scores in the questionnaire between the two groups and within the group whereas thematic analysis will be used to analyse the open-ended questions. Expected outcomes: The findings from this study will give critical empirical data about the feasibility of EMASD. Discussion: EMASD has the potential to increase the ability of preschool teachers to detect children with ASD. The findings from the feasibility study will be utilised to improve the research protocol of the randomised controlled trial and to ensure a better design of an intervention for a larger powered trial in the future. |
| Field Paper Citation | Before | After Sahar Mohammed Taresh, Nor Aniza Ahmad, Samsilah Roslan et al. Effectiveness of Educational Module of Autism Spectrum Disorder (EMASD) in Identifying Children with ASD among preschool teachers: A Study Protocol for Parallel Cluster-Randomized Controlled Trial feasibility study, 29 September 2021, PREPRINT (Version 1) available at Research Square [https://doi.org/10.21203/rs.3.rs-923156/v1] |
| Field Paper URL | Before | After https://doi.org/10.21203/rs.3.rs-923156/v1 |