The Westmead Feelings Program Intervention for Chinese Children With Autism Spectrum Disorder in Hong Kong
- Conditions
- Autism Spectrum Disorder
- Interventions
- Behavioral: The Hong Kong version of Westmead Feeling Program 2
- Registration Number
- NCT06206070
- Lead Sponsor
- The University of Hong Kong
- Brief Summary
The goal of this intervention is to evaluate the effectiveness of delivering the Westmead Feelings Program 2 to children with Autism Spectrum Disorder in primary schools in Hong Kong.
- Detailed Description
The main questions it aims to answer are:
* whether the Westmead Feelings Program 2 Hong Kong version (WFP2-HK) program is effective in improving children's social-emotional skills and mental well-being.
* whether the WFP2-HK program is effective in promoting parents' mental well-being
Child participants will receive 15 sessions of training in the WFP2-HK program. Their parents and teachers will receive three training workshops by coaches or advisors. A booster session will be conducted after 5 months upon completion of the training.
Researchers will compare the outcome results between the treatment group and the waitlist group to see if the intervention is effective.
Recruitment & Eligibility
- Status
- RECRUITING
- Sex
- All
- Target Recruitment
- 40
- Diagnosed with Autism Spectrum Disorder
- Without a diagnosis of Intellectual Delay
- Have not received any group training in emotional regulation previously
- Without ASD diagnosis
- Age falls outside the age limits
- With Intellectual Delays
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description The Hong Kong version of Westmead Feeling Program 2 The Hong Kong version of Westmead Feeling Program 2 The treatment group will receive the WFP2-HK program which consists of 15 school-based training sessions over 18 weeks. Three parent- and teacher-training workshops will be delivered separately and preceding each Child Module by coaches or advisors. A booster session will be conducted for the treatment group after 5 months upon completion of the training programs.
- Primary Outcome Measures
Name Time Method The Emotions Development Questionnaire - Parent Version (Hong Kong version) 18 weeks, immediately after the intervention The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Social Responsiveness Scale - 2 (SRS-2) 18 weeks, immediately after the intervention The SRS-2 identifies social impairment associated with autism spectrum disorders \& distinguishes ASD from other disorders. It consists of 65 items. The questionnaire comprises five subscales: social awareness, social cognition, social communication, social motivation, restricted interests, and repetitive behavior. Items are scored on a four-point Likert-type scale, ranging from 1 = not true, 2 = sometimes true, 3 = often true, to 4 = almost always true. The minimum value of the scale is 65, and the maximum value is 260. Higher scores indicate more prominent ASD symptoms.
Emotion Development Questionnaire - Teacher Version (Hong Kong version) 18 weeks, immediately after the intervention The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P)) 18 weeks, immediately after the intervention The LSEAQ-S(P) is a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students with ASD in Hong Kong. This questionnaire describes expected behaviors in school across three domains, namely, learning, social, and emotional adaptation, and an additional domain of restricted interests and repetitive behavior frequently observed in students with ASD. The questionnaire adopts four-point Likert scales for teachers to rate the frequency of the stated behavior observed in the previous month: 0 = the student never showed this behavior, 1 = the student showed this behavior less than half of the time,2= the student showed this behavior more than half of the time,3= the student nearly always showed this behavior.
The restricted interests and repetitive behavior ratings were reverse-scored prior to analysis so that higher ratings indicated better adjustment in all domains. The minimum score for the scale is 0 and the maximum is 159.Parenting Stress Index 4-Short Form 18 weeks, immediately after the intervention The Short Form features 36 items drawn from the full-length form divided into three domains (Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child).Self-reported responses will be scored on a 5-point Likert scale ranging from "1" (Strongly agree) to "5" (Strongly disagree). Subscale scores are calculated by summing the scores of relevant items. A total stress score is obtained by combining the three subscale scores. A higher score denoted higher level of parenting stress. The minimum total score for this scale is 36 and the maximum is 180.
- Secondary Outcome Measures
Name Time Method
Trial Locations
- Locations (1)
University of Hong Kong
ðŸ‡ðŸ‡°Hong Kong, Hong Kong