Autism Spectrum DisorderSEEDNCT07524192
A Self-Instructional Online Program for Early Childhood and Elementary Teachers Supporting Autistic Children and Children With Developmental Delays
A study testing SEED Online Self-Instructional Program and Comparison Educational Materials (Kit for Kids) in people with Autism Spectrum Disorder and Developmental Disabilities, run by Boin Choi at 1 site in South Korea.
Trial summary
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. Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Autism Spectrum Disorder, Developmental Disabilities, Developmental Delay
- What is being tested?
- SEED Online Self-Instructional Program and Comparison Educational Materials (Kit for Kids)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 70 participants
- Where
- 1 siteSouth Korea
- Study dates
- 5 Feb 2026to 31 Dec 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- 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.
Who cannot join
- Teachers who have majored in special education at the undergraduate or graduate level.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
South Korea1 site, 1 recruiting
- Recruiting
Ewha Womans University
Seoul
Boin Choi, +82-10-5077-0345, boinchoi@ewha.ac.kr
About this study
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
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.
Read more
The main questions it aims to answer are:
- Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays?
- 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:
- Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy.
- Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment
- Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.
- Conditions
- Autism Spectrum Disorder, Developmental Disabilities, Developmental Delay, Teacher Training, Inclusive Education
- Being tested
- SEED Online Self-Instructional Program, Comparison Educational Materials (Kit for Kids)
- Keywords
- Autism Spectrum Disorder, Developmental delay, Developmental disabilities, Teacher Training, Inclusive education, Kindergarten Teachers, Elemantary School Teachers, General Education Teachers, Special Education Support, Web-Based Intervention, Self-Instructional Learning
- Medical subject headings
- Autism Spectrum Disorder, Developmental Disabilities, Learning Disabilities
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
SEED Online Self-Instructional ProgramBehavioural
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 period.
Comparison Educational Materials (Kit for Kids)Behavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| SEED | Experimental | Participants assigned to this arm will participate in the SEED self-instructional, web-based teacher training program designed to support autistic children and children with developmental delays. Receives: Behavioral: SEED Online Self-Instructional Program |
| Kit for Kids | Active comparator | Participants in this arm will receive alternative educational materials (Kit for Kids) related to supporting autistic children and children with developmental delays during the study period. After comparison of post-intervention assessments, participants in this arm will be offered access to the SEED online program. Receives: Behavioral: Comparison Educational Materials (Kit for Kids) |
What is being measured
The primary outcome is the main question the study is designed to answer.
(Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score
The Autism Spectrum Knowledge Questionnaire (ASK-Q) is a 37-item questionnaire designed to assess knowledge and understanding of autism spectrum disorder (ASD). Each item is rated as "Agree" or "Disagree". Items are scored dichotomously (1 = correct response, 0 = incorrect response). Total scores are calculated by summing correct responses across all 37 items. Total scores range from 0 (lowest knowledge) to 37 (highest knowledge), with higher scores reflecting greater knowledge of autism spectrum disorder.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Knowledge) Participatory Autism Knowledge Measure (PAK-M) Total Score
The Participatory Autism Knowledge Measure (PAK-M) is a 56-item questionnaire designed to measure autism knowledge, neurodiversity-oriented beliefs, and perspectives informed by the lived experiences of autistic individuals. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 56 items. Total scores range from 56 to 392, with higher scores indicating greater knowledge and more accurate understanding of autism and neurodiversity.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Knowledge) Survey for Educators' Empowerment for Diversity (SEED) Total Score
The Survey for Educators' Empowerment for Diversity (SEED) is a 68-item instrument developed by the research team to measure changes in knowledge related to autism and developmental delay following participation in the program. The instrument is organized around 13 core topics addressed in the program, with 5 to 7 items per topic, yielding a total of 68 items. Each item uses a dichotomous true-or-false response format. Responses are scored as 1 for correct answers and 0 for incorrect answers. Total scores are calculated by summing correct responses across all items. Total scores range from 0 to 68, with higher scores indicating greater knowledge and understanding of autism and developmental delay.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Attitude) Teacher Attitudes Toward Inclusion Scale (TATIS) Total Score
The Teacher Attitudes Toward Inclusion Scale (TATIS) is a 14-item self-report questionnaire designed to assess teachers' overall attitudes toward inclusive education. The scale evaluates beliefs about the inclusion of students with disabilities, perceived effectiveness of inclusive practices, and teachers' personal willingness and commitment to implementing inclusive classroom practices. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 98, with higher scores indicating more positive attitudes toward inclusive education and stronger support for the inclusion of students with disabilities in general education classrooms.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Attitude) Neurodiversity Attitudes Questionnaire (NDAQ) Total Score
The Neurodiversity Attitudes Questionnaire (NDAQ) is a 28-item self-report questionnaire designed to assess overall attitudes and perceptions toward neurodiversity. Each item is rated on a 5-point Likert scale, with 1 indicating "Strongly disagree" and 5 indicating "Strongly agree." After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 28 items. Total scores range from 28 to 140, with higher scores indicating more positive attitudes toward neurodiversity and greater endorsement of neurodiversity-informed perspectives.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Attitude) Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) Total Score
The Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) is a 15-item self-report questionnaire designed to assess teachers' emotional reactions, attitudes, and concerns regarding inclusive education. The scale evaluates affective responses toward students with disabilities, acceptance of inclusive education, and concerns related to implementation challenges and perceived difficulties in inclusive classroom settings. Each item is rated on a 4-point Likert scale, with 1 indicating "Strongly disagree" and 4 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 15 items. Total scores range from 15 to 60, with higher scores indicating more positive sentiments and attitudes toward inclusive education and fewer concerns about inclusion.
Measured: Baseline (pre-intervention) and immediately after the intervention
(Teaching Self-Efficacy) Teachers' Efficacy for Inclusive Practices (TEIP) Total Score
The Teachers' Efficacy for Inclusive Practices (TEIP) scale is a 14-item self-report questionnaire designed to assess teachers' self-efficacy beliefs regarding their ability to implement inclusive education practices. The scale evaluates three domains: inclusive instructional strategies, behavior management, and collaboration and support. Each item is rated on a 6-point Likert scale, with 1 indicating "Strongly disagree" and 6 indicating "Strongly agree". Total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 84, with higher scores indicating greater self-efficacy for implementing inclusive educational practices.
Measured: Baseline (pre-intervention) and immediately after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted13 Apr 2026
- Study start5 Feb 2026
- Primary completion30 Sep 2026 (estimated)
- Study completion31 Dec 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (13)Papers the sponsor has linked to this study.
- Other trials for Autism Spectrum DisorderStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants are randomly assigned to one of the two groups. The intervention group participates in a self-instructional, web-based teacher training program designed to support children with autism and developmental disabilities. The comparison group receives alternative educational materials during the study period. Outcomes are assessed before and after the intervention period. After completion of post-intervention assessments, participants in the comparison group are offered access to the intervention program.
- Masking
- None (open label)
- Enrolment
- 70 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Boin Choi
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor-investigator, Boin Choi, Ewha Womans University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07524192
- Sponsor's protocol ID
- 1-2025-0397-001-1
- Acronym
- SEED
- Status last verified
- Apr 2026
- First submitted
- 22 Feb 2026
- Last updated
- 13 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
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.
Patton, M. Q.(2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G.(2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1-21. https://doi.org/10.1177/160940690900800301
Morina, F., Fuetterer, T., Huebner, N., Zitzmann, S., & Fischer, C.(2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education, 228, 105247. https://doi.org/10.1016/j.compedu.2025.105247
Goodman, L. A. (1961). Snowball sampling. The annals of mathematical statistics, 148-170. https://doi.org/10.1214/aoms/1177705148
Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs about Inclusive Education and Insights on What Contributes to Those Beliefs: A Meta-Analytical Study. Educational Psychology Review, 34(4), 2609-2660. https://doi.org/10.1007/s10648-022-09695-0
Study at a glance
From the registry record, last updated by the sponsor on 13 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- 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
- ClinicalTrials.gov ID
- NCT07524192
- Acronym / sponsor ID
- SEED / 1-2025-0397-001-1
- Conditions
- Autism Spectrum Disorder, Developmental Disabilities, Developmental Delay, Teacher Training, Inclusive Education
- Keywords
- Autism Spectrum Disorder, Developmental delay, Developmental disabilities, Teacher Training, Inclusive education, Kindergarten Teachers, Elemantary School Teachers, General Education Teachers
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 70 participants (estimated)
- Lead sponsor
- Boin ChoiUniversity, hospital or other
- Study start
- 5 Feb 2026 (actual)
- Primary completion
- 30 Sep 2026 (estimated)
- Study completion
- 31 Dec 2026 (estimated)
- First posted
- 13 Apr 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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:
- Does participation in the self-instructional program improve teachers' knowledge about autism and developmental delays?
- 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:
- Complete an online pre-intervention survey assessing background information, knowledge, attitudes toward inclusion and neurodiversity, and teaching self-efficacy.
- Participate in a two-week self-instructional online program or receive comparison materials, depending on group assignment
- Complete an online post-intervention survey evaluating the same outcomes, as well as program satisfaction and acceptability.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Participants are randomly assigned to one of the two groups. The intervention group participates in a self-instructional, web-based teacher training program designed to support children with autism and developmental disabilities. The comparison group receives alternative educational materials during the study period. Outcomes are assessed before and after the intervention period. After completion of post-intervention assessments, participants in the comparison group are offered access to the intervention program.
| Arm | Type | Receives |
|---|---|---|
| SEED | Experimental | Behavioral: SEED Online Self-Instructional ProgramParticipants assigned to this arm will participate in the SEED self-instructional, web-based teacher training program designed to support autistic children and children with developmental delays. |
| Kit for Kids | Active comparator | Behavioral: Comparison Educational Materials (Kit for Kids)Participants in this arm will receive alternative educational materials (Kit for Kids) related to supporting autistic children and children with developmental delays during the study period. After comparison of post-intervention assessments, participants in this arm will be offered access to the SEED online program. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- 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.
Key exclusion criteria (1 listed)
- Teachers who have majored in special education at the undergraduate or graduate level.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| SEED Online Self-Instructional ProgramThe 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 period. | Behavioural | SEED |
| 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. | Behavioural | Kit for Kids |
Primary outcome
(Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Autism Spectrum Knowledge Questionnaire (ASK-Q) is a 37-item questionnaire designed to assess knowledge and understanding of autism spectrum disorder (ASD). Each item is rated as "Agree" or "Disagree". Items are scored dichotomously (1 = correct response, 0 = incorrect response). Total scores are calculated by summing correct responses across all 37 items. Total scores range from 0 (lowest knowledge) to 37 (highest knowledge), with higher scores reflecting greater knowledge of autism spectrum disorder.
(Knowledge) Participatory Autism Knowledge Measure (PAK-M) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Participatory Autism Knowledge Measure (PAK-M) is a 56-item questionnaire designed to measure autism knowledge, neurodiversity-oriented beliefs, and perspectives informed by the lived experiences of autistic individuals. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 56 items. Total scores range from 56 to 392, with higher scores indicating greater knowledge and more accurate understanding of autism and neurodiversity.
(Knowledge) Survey for Educators' Empowerment for Diversity (SEED) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Survey for Educators' Empowerment for Diversity (SEED) is a 68-item instrument developed by the research team to measure changes in knowledge related to autism and developmental delay following participation in the program. The instrument is organized around 13 core topics addressed in the program, with 5 to 7 items per topic, yielding a total of 68 items. Each item uses a dichotomous true-or-false response format. Responses are scored as 1 for correct answers and 0 for incorrect answers. Total scores are calculated by summing correct responses across all items. Total scores range from 0 to 68, with higher scores indicating greater knowledge and understanding of autism and developmental delay.
(Attitude) Teacher Attitudes Toward Inclusion Scale (TATIS) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Teacher Attitudes Toward Inclusion Scale (TATIS) is a 14-item self-report questionnaire designed to assess teachers' overall attitudes toward inclusive education. The scale evaluates beliefs about the inclusion of students with disabilities, perceived effectiveness of inclusive practices, and teachers' personal willingness and commitment to implementing inclusive classroom practices. Each item is rated on a 7-point Likert scale, with 1 indicating "Strongly disagree" and 7 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 98, with higher scores indicating more positive attitudes toward inclusive education and stronger support for the inclusion of students with disabilities in general education classrooms.
(Attitude) Neurodiversity Attitudes Questionnaire (NDAQ) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Neurodiversity Attitudes Questionnaire (NDAQ) is a 28-item self-report questionnaire designed to assess overall attitudes and perceptions toward neurodiversity. Each item is rated on a 5-point Likert scale, with 1 indicating "Strongly disagree" and 5 indicating "Strongly agree." After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 28 items. Total scores range from 28 to 140, with higher scores indicating more positive attitudes toward neurodiversity and greater endorsement of neurodiversity-informed perspectives.
(Attitude) Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Sentiments, Attitudes, and Concerns about Inclusive Education - Revised (SACIE-R) is a 15-item self-report questionnaire designed to assess teachers' emotional reactions, attitudes, and concerns regarding inclusive education. The scale evaluates affective responses toward students with disabilities, acceptance of inclusive education, and concerns related to implementation challenges and perceived difficulties in inclusive classroom settings. Each item is rated on a 4-point Likert scale, with 1 indicating "Strongly disagree" and 4 indicating "Strongly agree". After reverse-scoring negatively worded items, total scores are calculated by summing responses across all 15 items. Total scores range from 15 to 60, with higher scores indicating more positive sentiments and attitudes toward inclusive education and fewer concerns about inclusion.
(Teaching Self-Efficacy) Teachers' Efficacy for Inclusive Practices (TEIP) Total Score
Time frame: Baseline (pre-intervention) and immediately after the intervention
The Teachers' Efficacy for Inclusive Practices (TEIP) scale is a 14-item self-report questionnaire designed to assess teachers' self-efficacy beliefs regarding their ability to implement inclusive education practices. The scale evaluates three domains: inclusive instructional strategies, behavior management, and collaboration and support. Each item is rated on a 6-point Likert scale, with 1 indicating "Strongly disagree" and 6 indicating "Strongly agree". Total scores are calculated by summing responses across all 14 items. Total scores range from 14 to 84, with higher scores indicating greater self-efficacy for implementing inclusive educational practices.
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 13 Apr 2026.
- BackgroundPho, 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
- BackgroundJee, J. (2010). Narrative inquiry about implementing inclusive education of elementary school teachers. The Journal of Special Education: Theory and Practice, 11(4), 181-205.
- BackgroundLee, 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
- BackgroundLee, 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
- BackgroundYoo, 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
- BackgroundBaek, 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
- BackgroundKang, 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
- BackgroundUNESCO(2009). Policy guidelines on inclusion in education. Paris: UNESCO.
- BackgroundPatton, M. Q.(2002). Qualitative research & evaluation methods (3rd ed.). Sage Publications.
- BackgroundOnwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G.(2009). A qualitative framework for collecting and analyzing data in focus group research. International Journal of Qualitative Methods, 8(3), 1-21. https://doi.org/10.1177/160940690900800301
- BackgroundMorina, F., Fuetterer, T., Huebner, N., Zitzmann, S., & Fischer, C.(2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education, 228, 105247. https://doi.org/10.1016/j.compedu.2025.105247
- BackgroundGoodman, L. A. (1961). Snowball sampling. The annals of mathematical statistics, 148-170. https://doi.org/10.1214/aoms/1177705148
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing SEED Online Self-Instructional Program and Comparison Educational Materials (Kit for Kids) in people with Autism Spectrum Disorder and Developmental Disabilities, run by Boin Choi at 1 site in South Korea.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 13 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in South Korea. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Boin Choi (+82-10-5077-0345, boinchoi@ewha.ac.kr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
(Knowledge) Autism Knowledge Questionnaire-2 (ASK-Q-2) Total Score (time frame: Baseline (pre-intervention) and immediately after the intervention). The study lists 7 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07524192, which also lists 13 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 13 Apr 2026.