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Conducting a Randomized Controlled Trial to Evaluate a Comprehensive School-Based Intervention for Students on the Autism Spectrum: Challenges and Mitigation Strategies

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Abstract

Implementation of evidence-based practices for autistic students must be informed by robust research literature. Randomized-controlled trials (RCTs) are often considered a “gold standard” methodology for determining the effectiveness of interventions. However, the complex nature of schools presents challenges for implementing successful RCTs. We review common challenges that researchers may face when implementing RCTs of interventions for autistic students in school settings. Additionally, we provide recommendations to researchers for avoiding and addressing such challenges, based on our own experience conducting a school-based RCT. Limitations and directions for future research are also discussed.

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Notes

  1. We adopt the term autistic rather than using person-first language (i.e., “student with ASD”) reflecting preferences among autistic individuals and the autistic community (Bottema-Beutel et al., 2021).

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Funding

This research was supported by research grants from the United States Department of Education’s Institute of Education Sciences (R324A150032, Smith; R324A200154, Anderson).

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Authors and Affiliations

  1. University of South Florida, Tampa, FL, USA

    Rose Iovannone & Krystal Fontechia

  2. University of Rochester Medical Center, Rochester, NY, USA

    Suzannah Iadarola, Brenna Cavanaugh & Lynne Levato

  3. May Institute, Randolph, MA, USA

    Ryan J. Martin & Cynthia M. Anderson

  4. Mosaic Pediatric Therapy, 5105 Bur Oak Circle, TampaRaleigh, NC, USA

    Ryan J. Martin

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All authors contributed to the conception and preparation of this manuscript, and all authors read and approved the final draft. The authors would like to acknowledge the late Dr. Tristram Smith for providing critical guidance and inspiration during the initial conception of this manuscript.

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This conceptual article did not involve human subjects. However, the study protocols for our feasibility study and subsequent RCT of MAAPS were approved and overseen by the Institutional Review Boards of the coordinating center and all implementation sites.

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Parents of all participating students, and all participating teachers provided informed consent to participate. Additionally, student assent was sought when appropriate (i.e., student developmental level and communicative abilities were such that it could be provided).

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Martin, R.J., Iadarola, S., Iovannone, R. et al. Conducting a Randomized Controlled Trial to Evaluate a Comprehensive School-Based Intervention for Students on the Autism Spectrum: Challenges and Mitigation Strategies. J Dev Phys Disabil (2023). https://doi.org/10.1007/s10882-023-09918-4

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