High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth

Phase 1

Completed

• Conditions: Autism Spectrum Disorder
• Interventions: Behavioral: TAY SUCCESS; Other: Usual Care

• Registration Number: NCT04953793
• Lead Sponsor: Rady Children's Hospital, San Diego

Brief Summary

By utilizing community-based participatory research methods, this research was conducted in collaboration with the community through our partnership of researchers, educators, providers and consumers (Active Collaborative Hub for Individuals with ASD to Enhance Vocation and Education- ACHIEVE) to adapt a vocational soft skills program, Supported, Comprehensive Cognitive Enhancement \& Social Skills (SUCCESS), for Transition Age Youth (TAY). The first step (years 1-2) involved adapting the intervention for autistic TAY by including feedback from multiple stakeholders and developing a curriculum to be implemented in both High Schools and Transition programs for the specific needs of autistic TAY and alpha piloting it. It involved understanding further the educational context for TAY students and current services available to prepare students for secondary outcomes of employment and/or college through a county wide survey. Step 2 (years 2-3) included pilot testing the feasibility, acceptability, implementation procedures and initial youth outcomes of the TAY SUCCESS intervention and further refining the curriculum and protocols. Findings demonstrated improvements in executive functioning and social functioning targets as well as distal outcomes of self-efficacy, mental health, educational and work behaviors and attitudes. The study results were disseminated through the ACHIEVE group as well as at conferences, website and publication.

Detailed Description

Aim: With our ACHIEVE partners , develop the High School Supported, Comprehensive Cognitive Enhancement and Social Skills (SUCCESS) program to fit the needs of transition-age youth with ASD within the community educational system.

1. Standardize the TAY SUCCESS program by developing a facilitator manual, student workbook and corresponding support person materials.

2. Develop a training protocol that can be individualized and implemented within the HS educational system to provide initial training and ongoing coaching for educators to reach and sustain intervention fidelity.

Aim: Conduct a pilot study to examine the feasibility, acceptability, and implementation procedures (recruitment, randomization, retention \& training strategies) of TAY SUCCESS and to obtain estimates of effects to support a future large-scale effectiveness trial.

1. Examine intervention feasibility, acceptability, satisfaction, and sustainability.

2. Examine preliminary outcomes (executive functioning and social functioning)

Study Timeline

• Study Start: 2017-11-06
• Primary Completion: 2020-01-20
• Study Completion: 2020-12-31
• Status Verified: 2021-06
• Study First Submitted: 2021-06-11
• Study First Submitted QC: 2021-06-28
• Last Update Submitted: 2021-06-28
• Study First Posted: 2021-07-08
• Last Update Posted: 2021-07-08

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 42

Inclusion Criteria

• autism spectrum disorder
• 15-22 yrs
• communicative English language
• enrolled in participating high school or transition program

Exclusion Criteria

• intellectual disability
• Other significant mental health

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
TAY SUCCESS intervention	TAY SUCCESS	This intervention group received the TAY SUCCESS intervention over the course of 1 school year approximately 30 sessions.
Usual Care	Usual Care	This usual care group received typical High school or transition program curriculum over the course of 1 school year.

Primary Outcome Measures

Name	Time	Method
Social Responsiveness Scale 2 (SRS-2)	baseline to 6 month post	parent report social functioning scale. Higher scores indicate more social functioning problems
Behavior Rating Inventory of Executive Function (BRIEF-2/BRIEF-A)	baseline to 6 month post	Self and Parent report of executive functioning skills. Higher scores indicate more executive functioning problems
Delis Kaplan Executive Function Scale (DKEFS)	baseline to 6 month post	performance based measure of executive functioning skills. Higher scores indicate more executive functioning abilities

Trial Locations

Locations (1)

Rady Children's Hospital San Diego; 🇺🇸 San Diego, California, United States