SKOLKONTAKT - Social Skills Training in a School Setting, a Randomized Controlled Pilot
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 33
- 试验地点
- 2
- 主要终点
- Social Skills Group Questionnaire (SSGQ)
研究概览
简要总结
The study investigates the behavioral effects of an adapted manual-based social skills training program (SKOLKONTAKT) for the mainstream education plan delivered by school personnel, with pupils (15-20 years) with social-communication needs; either formally diagnosed (i.e. autism spectrum disorders or ADHD) or teacher-reported subclinical difficulties. N=40 are recruited from a community school in the Stockholm area (Sweden).
详细描述
So far, research has failed to consider the effectiveness of social skills training in school settings, and has instead focused on clinical or laboratory settings. This approach presents an interesting paradox given that the primary goal of social skills training is to affect change in the child's behavior in everyday life including school. Research undertaken in authentic everyday environments is not only more likely to result in real world outcomes for children and adolescents with ASD and ADHD, but greater utility in guiding models of service delivery. The objective of the current line of research is to adapt and evaluate methods originally designed to support children and adolescents with ASD and ADHD in clinical settings ("KONTAKT"), to be feasible and effective in school settings, that can be conducted by school personnel, and are are applicable to children with autistic and inattentive, hyperactive-impulsive disorders, as well as other less defined special social needs ("SKOLKONTAKT").
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Teacher-assessors are blinded pre-, post, and follow-up.
入排标准
- 年龄范围
- 15 Years 至 20 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Formally diagnosed autism spectrum disorder
- •Formally diagnosed attention deficit hyperactivity disorder
- •Teacher-reported subclinical social-communication special needs
排除标准
- •Severe psychiatric comorbidity that challenges administration of the group-intervention, including but not limited to severe oppositional defiant disorder
- •Severe psychiatric comorbidity that makes the participant to vulnerable to participate in the group-intervention, including but not limited to suicidality, severe depression
结局指标
主要结局
Social Skills Group Questionnaire (SSGQ)
时间窗: Change in score from baseline after 12 weeks of social skills training and at 3 months follow-up. Total time frame 6 months.
Social skills (parent-, self- and (blinded) teacher-reported), higher score indicating improvement in skills
次要结局
- Social Responsiveness Scale-2 (SRS-ll)(Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months.)
- Conners 3-F(Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months.)
- Negative Effects Questionnaire (NEQ)(Change from baseline immediately after the intervention. Total time frame 3 months.)
- KIDSCREEN-27 (short version)(Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline).Total time frame 6 months.)
- Worlds Health Organisation Disability Assessment Schedule 2.0 (WHODAS 2.0)(Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months.)
- Goal Attainment Scaling (GAS)(Change in score from baseline immediately after the intervention (12-13 weeks after baseline). Total time frame 3 months.)
研究者
Sven Bölte
Professor
Karolinska Institutet