MedPath

Interventions for Communication in Autism Network

Not Applicable
Completed
Conditions
Autism
Registration Number
NCT01018407
Lead Sponsor
University of California, Los Angeles
Brief Summary

The goal of this project is to compare the efficacy of two interventions for improving spoken language and reducing symptoms of autism.

Detailed Description

While significant progress has been made toward identifying effective interventions for preschool-age children with autism (National Research Council, 2001), few scientifically rigorous studies have compared active ingredients of these interventions or examined outcomes focused on core deficits. To address these areas of need, this collaborative, multi-site project combines the expertise of investigators experienced in randomized controlled clinical trials (RCTs), in the study of core deficits in young children with autism, and in data management and analysis of multi-site clinical trials.

The goal of this project is to compare the efficacy of two interventions for improving spoken language and reducing symptoms of autism: (1) Discrete trial training (DTT)--an applied behavior analysis approach emphasizing highly structured teaching of school readiness skills (match-to-sample, imitation, functional play, and receptive and expressive language) and (2) Interpersonal developmental approach (IDA): a visually supported, child-focused, flexible engagement, social communicative engagement approach on joint attention, symbolic play, and the use of conventional symbols within socially valid communicative contexts.

Children will be randomly assigned to DTT or IDA. In each condition, children's ongoing early intervention programs will be augmented with two 30-minute sessions daily of the study intervention (DTT or IDA) conducted by supervised therapists for 4 months, with transition to home therapy for 2 months.

Potential moderators (e.g., initial mental age and language age) and mediators (e.g. parent synchronization of joint attention and changes in parental expectancies) on treatment outcome will also be examined.

The assessment measures will include diagnostic and developmental measures. There are three sets of assessments. The first set of assessments is to determine whether the child is eligible for the study. If the child is eligible, we will complete the next set of assessments, which are completed at three points: (1) prior to entry into the treatment (this is a baseline measurement conducted just before the start of the treatment phase); (2) at exit; and (3) at a 6 month follow-up. Several assessments will also be completed after 2 months, 4 months, and 6 months.

Recruitment & Eligibility

Status
COMPLETED
Sex
All
Target Recruitment
192
Inclusion Criteria

Not provided

Exclusion Criteria

Not provided

Study & Design

Study Type
INTERVENTIONAL
Study Design
PARALLEL
Primary Outcome Measures
NameTimeMethod
Reynell Developmental Language ScalePre-treatment, post-treatment, and 6 months later
Secondary Outcome Measures
NameTimeMethod
Structured Play AssessmentPre-treatment, post-treatment, and 6-month follow up
McArthur-Bates Communicative Development Inventory (Word and Gestures Inventory and/or Words and Sentences Inventory)Pre-treatment, post-treatment, and 6-month follow up
Caregiver-child InteractionPre-treatment, three times during active intervention, post-treatment, and 6-month follow up
Early Social Communication ScalePre-treatment, post-treatment, and 6-month follow up

Trial Locations

Locations (3)

University of California, Los Angeles

🇺🇸

Los Angeles, California, United States

Kennedy Krieger Institute

🇺🇸

Baltimore, Maryland, United States

University of Rochester

🇺🇸

Rochester, New York, United States

University of California, Los Angeles
🇺🇸Los Angeles, California, United States

MedPath

Empowering clinical research with data-driven insights and AI-powered tools.

© 2025 MedPath, Inc. All rights reserved.