Improving Academic and Social Functioning in Middle-Schoolers With Autism
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 224
- 试验地点
- 1
- 主要终点
- Behavior Rating Inventory of Executive Functioning, 2nd Edition
研究概览
简要总结
The goal of this study is to test how well two group interventions work for middle-school children with Autism Spectrum Disorder (ASD). One of the interventions focuses on teaching parents and adolescent skills to help improve their social functioning and the other focuses on teaching parents and adolescents skills to improve organization, planning, and study skills. Eligible participants will be randomly (like a coin flip) assigned to attend one of the two interventions.
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)
入排标准
- 年龄范围
- 10 Years 至 15 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Diagnosis of autism
- •No intellectual disability
- •Problems with organization, materials management, and planning and prioritization
- •Problems with social skills
- •Fully included in middle school
- •Stable medication and behavioral treatment regime
排除标准
- •Home schooled
- •Severe co-occurring psychopathology (e.g., aggression, suicidal)
- •Non English-speaking
研究组 & 干预措施
Achieving Independence & Mastery in School (AIMS)
AIMS targets executive functioning skills using evidence-based strategies for youth with ASD to promote increased independence related to academics. Each session involves a review of a real world practice assignment and a didactic component illustrating key concepts followed by an in-session practice of the key concepts and strategies with coaching from a therapist. A behavior agreement is used to identify specific goals for adolescents to work on in collaboration with their caregivers and specific rewards earned for meeting their goals. Adolescents are assigned a real world practice assignment each session that consists of additional practice of strategies to further build and generalize skills between sessions.
干预措施: Achieving Independence and Mastery in School (AIMS) (Behavioral)
Building Essential Social Skills for Teens (BESST)
BESST targets social skills using evidence-based strategies and includes sessions related to starting, joining, maintaining, and ending conversations and making, maintaining, and deepening friendships. Each skill will be introduced in a didactic lesson which includes modeling of the targeted skill by a therapist. Adolescents will role-play new skills during the session before receiving a homework assignment to practice the skill at home. Caregivers will receive training in social-communication difficulties in ASD and suggestions for supporting development of these skills. The sessions are specifically focused on generalizing newly learned skills to both home and school.
干预措施: Building Essential Social Skills for Teens (BESST) (Behavioral)
结局指标
主要结局
Behavior Rating Inventory of Executive Functioning, 2nd Edition
时间窗: From enrollment to the end of treatment at 8 weeks.
The BRIEF-2 assesses real-world EF behaviors in the home and school environments. The T-scores range from 30:99 with higher scores being worse.
Homework Problems Checklist
时间窗: From enrollment to end of treatment at 8 weeks.
The HPC assesses Homework Completion and Homework Management. Scores for Homework Completion range from 0 to 36 and for Homework Management from 0 to 21. Lower scores are better.
Academic Performance Rating Scale
时间窗: From enrollment to end of treatment at 8 weeks.
The teacher-completed APRS assesses how well the adolescent is performing academically with 3 subscales (Academic Success, Academic Productivity, and Impulse Control). The two scores to be used in the current study include the Academic Success score which ranges from 7 to 35, while the Academic Productivity score ranges from 12 to 60. Higher scores are better.
次要结局
- Children's Organizational Skills Scale(From enrollment to the end of treatment at 8 weeks.)
- Weekly Calendar Planning Activity(From enrollment to the end of treatment at 8 weeks.)
- Social Skills Assessment (TRIAD)(From enrollment to the end of treatment at 8 weeks.)