From the Laboratory to the Blackboard Jungle: Conducting Technology-Based Research in the Inclusion Setting

Background:

We were the first to undertake in vivo, school-based, computer-mediated treatment of social behavior of teens with Asperger's Syndrome (AS). We have completed four studies using a handheld computer-based system to enhance self-monitoring, emotional self-regulation, executive functioning and social pragmatic expression (client-funded, NIMH 1-R41-MH075162-01, NIMH 2-R42-MH075162-02). This report is a “heads-up review” for fellow investigators. It lists likely problems encountered during school-based technology research and suggests solutions. Our focus here is primarily on 1) the logistics of adhering to research protocols within a school setting and 2) dealing with computer problems and infrastructure issues.

Objectives:

The objective of this report is to help colleagues avoid the pitfalls of conducting in vivo school-based research with AS students, particularly when using computer technology.

Methods:

Middle and high schools in Massachusetts and North Carolina participated in the research. The schools were required to recruit teens 1) with a documented AS/HFA diagnosis and 2) with a full scale IQ of at least 75 documented in the last three years. In study four, student recruits in inclusion settings also had to have sufficient opportunities in their schedule for feedback and training sessions. In all cases, schools promised to provide observers and coaches. Schools agreeing to participate received training, handheld computers, software, financial support for the observers/coaches, and research staff assistance in designing specific interventions. All participating schools had excellent reputations for their programs treating individuals on the spectrum, a well-trained and dedicated special education staff, and provided better than average services to their AS/HFA students. Most of the schools served socio-economically diverse populations.

Results:

Meeting the challenges commonly encountered in the logistics of conducting technology-based intervention research requires flexible solutions for school: 1. Culture: Find a dedicated champion at the site. Understand school staff roles, responsibilities, and interrelationships. 2. Staffing: Assume there will be turnover, wide-ranging motivation and computer expertise, intermittent availability, and difficulties getting parental consent. Do not overburden your champion. Provide funding for over-time. 3. Scheduling: Plan around day-to-day variation in student schedules and attendance. 4. Research naiveté: Reinforce the use of precise, definitions of measures and the sanctity of protocols/data. Continuously monitor protocol adherence. 5. Documentation: Have alternative sources of information for incomplete records. Meeting the challenges commonly encountered with infrastructure/computers requires assertiveness to manage: 6. Equipment: Provide it all yourself. Have multiple backups readily available. 7. Space: Insist on a central location accessible to disparate programs and staff. 8. Technical barriers: Presume old wiring, limits to Internet access, barriers to wireless signals, rigid access policies, and physical abuse.

Conclusions:

Intervention research in inclusion settings requires months of planning and a large support staff. Pre-study scouting regarding the personnel and operations of participating schools is critical for integrating the research into each school's physical space, processes, and community. Adequate funding to train and support school-based personnel during off-hours and technologies for providing training and support at disparate locations are essential. Finally, be flexible and patient!