Effects of Receptive Language Intervention vs Individual Therapy for Preschool Children With Autism Spectrum Disorder.

Not Applicable

Recruiting

• Conditions: Autism Spectrum Disorder

• Registration Number: NCT06927518
• Lead Sponsor: Riphah International University

Brief Summary

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors. Atypical behaviors, conditioning, and difficulties interacting with others are emblems of Autism spectrum disorder (ASD). Autism spectrum disorder (ASD) frequently affects receptive language skills essential for comprehension and communication. Early intervention is crucial for optimizing language outcomes. This randomized controlled trial (RCT) investigates the comparative efficacy of receptive language intervention (RLI) in group versus individual therapy settings for preschool children with ASD.

This study aims to investigate the efficacy of receptive language intervention (RLI) in group versus individual therapy settings for preschool children with Autism Spectrum Disorder (ASD) aged 3-5 years. The study aims to address the knowledge gap regarding optimal delivery methods for receptive language interventions. Twenty preschool children (ages 3-5) with ASD will be randomly assigned to either group (n=10) or individual (n=10) therapy conditions. Outcome measures will assess by Laura Mize Teach Me To Talk receptive language checklist, noted before therapy and after completing 20 sessions post-therapy (after 7 weeks). Statistical analysis was done using SPSS 20. An Independent t-test was utilized to see any difference between groups. The study's findings will inform evidence-based practice, enhancing receptive language skills in preschool children with ASD. The study could give precious perceptivity to clinicians, preceptors, and policymakers, helping them make informed, substantiation-based opinions about the most effective and doable intervention strategies. The expected outcomes include comparable receptive language outcomes between group and individual therapy, identification of setting-specific benefits and challenges, and child characteristics influencing treatment response.

Detailed Description

Not available

Study Timeline

• Study Start: 2025-03-20
• Status Verified: 2025-04
• Study First Submitted: 2025-04-07
• Study First Submitted QC: 2025-04-07
• Last Update Submitted: 2025-04-07
• Study First Posted: 2025-04-15
• Last Update Posted: 2025-04-15
• Primary Completion: 2025-06-20
• Study Completion: 2025-07-29

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 30

Inclusion Criteria

• Children aged 3 to 5 years diagnosed with ASD.
• Children who are able to attend regular therapy sessions as scheduled in the study (either group or individual therapy).
• Both male and female will be included.

Exclusion Criteria

• Children with co-occurring severe medical conditions.
• Children who have already received intensive speech and language therapy for receptive language skills within the last 6 months.
• Children with behavioral issues so severe (e.g., aggression, extreme hyperactivity) that they might disrupt group therapy sessions or be unable to focus in individual therapy.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Laura Mize Teach Me To Talk receptive language checklist, Me To Talk receptive language checklist,	2 months	Laura Mize, a pediatric speech-language pathologist, created the "Teach Me To Talk" resources, including a Receptive Language Skills Checklist. This checklist is designed to help parents, therapists, and educators assess and track a child's receptive language development, particularly for toddlers and young children with language delays or disorders, including autism.

Trial Locations

Locations (1)

Irum Khara; 🇵🇰 Lahore, Punjab, Pakistan