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Recruiting NCT07524192

A Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

No phase Interventional Autism Spectrum Disorder Developmental Disabilities Developmental Delay Teacher Training

For patients and families

In plain language

An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.

What is being studied
The protocol lists: SEED Online Self-Instructional Program, Comparison Educational Materials (Kit for Kids).
Who it may be relevant to
Registry conditions: Autism Spectrum Disorder, Developmental Disabilities, Developmental Delay, Teacher Training. Basic parameters: No limits · All.
What needs checking
Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
Where it takes place
South Korea
Next step
Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →

Unsure about the terms? Read our patient guide →

Official title

Development and Preliminary Evaluation of a Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays

Overview

The goal of this clinical trial is to evaluate the preliminary effectiveness and acceptability of a self-instructional, web-based teacher training program designed to support the development of autistic children and children with developmental delays. This study aims to examine whether participation in the program can improve teachers' knowledge, attitudes, and teaching self-efficacy related to inclusive education and support for autistic children and children with developmental delays. The main questions it aims to answer are: 1. Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays? 2. Does the program improve teachers' attitudes toward inclusive education and their teaching self-efficacy? Researchers will compare teachers who participate in the self-instructional online intervention program (SEED program) with teachers who receive comparison educational materials (Kit for Kids from Organization for Autism Research) to determine whether the intervention leads to greater improvements in knowledge, attitudes, and teaching self-efficacy. Participants will: 1. Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy. 2. Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment 3. Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.

Interventions

  • Behavioral SEED Online Self-Instructional Program
    The SEED Online Self-Instructional Program is a web-based teacher training intervention designed to support the development of autistic children and children with developmental delays. The program consists of self-paced online modules covering child development, classroom management, and instructional strategies for inclusive education. Content is delivered through short instructional videos and web-based learning materials, and participants complete the program independently over a two-week per
  • Behavioral Comparison Educational Materials (Kit for Kids)
    The comparison educational materials (Kit for Kids) consists of alternative instructional resources related to supporting autistic children and children with developmental delays. Participants assigned to this intervention review the provided materials during the study period as a comparison condition. These materials do not include the structured self-instructional online modules provided in the experimental intervention.

Primary outcome measures

  • (Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Knowledge) Participatory Autism Knowledge Measure (PAK-M) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Knowledge) Survey for Educators' Empowerment for Diversity (SEED) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Attitude) Teacher Attitudes Toward Inclusion Scale (TATIS) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Attitude) Neurodiversity Attitudes Questionnaire (NDAQ) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Attitude) Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]
  • (Teaching Self-Efficacy) Teachers' Efficacy for Inclusive Practices (TEIP) Total Score [Time frame: Baseline (pre-intervention) and immediately after the intervention]

Eligibility criteria

Inclusion criteria

  • Public school teachers currently employed in kindergarten or elementary schools who hold at least a Level 2 teaching certificate (or higher).
  • Teachers who understand the purpose of the study and provide informed consent to participate.

Exclusion criteria

  • Teachers who have majored in special education at the undergraduate or graduate level.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation
Randomized
Model
Parallel assignment
Masking
Open label
Primary purpose
Other

Study locations

South Korea · 1 center
  • Ewha Womans University — Seoul

Publications

  • Pho, Y. H., An, S. K., Park, Y. J., & Hong, J. S. (2024). General education teachers' experiences in operational inclusive education and their perceptions and improvements of the inclusive education support teacher system. The Journal of Special Education: Theory and Practice, 25(4), 121-150. http://dx.doi.org/10.19049/JSPED.2024.25.4.06
  • Jee, J. (2010). Narrative inquiry about implementing inclusive education of elementary school teachers. The Journal of Special Education: Theory and Practice, 11(4), 181-205.
  • Lee, I., Lee, B., & Bae, S. (2023). Support demands for public kindergarten teachers for young children with special needs placed in various forms of inclusive classes: Focused on focus group interviews. The Journal of Special Education: Theory and Practice, 24(4), 139-168. http://dx.doi.org/10.19049/JSPED.2023.24.4.06
  • Lee, D. & Kang, S. (2014). A study on status and satisfaction of smart device-based distance teacher training for inclusive education. The Journal of Inclusive Education, 9(2), 93-112. https://doi.org/10.26592/ksie.2014.9.2.93
  • Yoo, J. (2025). A study of the structural relationship between the elementary school teachers' inclusive education perceptions, teacher efficacy and instruction performance. The Study of Education for Hearing-Language Impairments, 16(1), 65-88. http://dx.doi.org/10.24009/ksehli.2025.16.1.004
  • Baek, J. (2024). Analysis of the operation status of onlince in-service training programs related to inclusive education. The Korean Journal of Thinking Development, 20(2), 141-171. https://doi.org/10.51636/JOTD.2024.08.20.2.141
  • Kang, M., & Park, K. (2024). A qualitative meta-analysis of the experiences and perceptions of early childhood teachers in inclusive classrooms for young children with disabilities. The Society for Constructivist Early Childhood Education, 11(2), 69-104. https://doi.org/10.23197/scece.2024.11.2.004
  • UNESCO(2009). Policy guidelines on inclusion in education. Paris: UNESCO.

Identifiers

NCT: NCT07524192 · 1-2025-0397-001-1

Primary sources (government registries)

View this study on ClinicalTrials.gov ↗