Establishment of Social Skills Training Group in Adolescents With Autism Spectrum Disorder and Effectiveness Analysis
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 42
- 试验地点
- 1
- 主要终点
- Test of Adolescents Social Skills Knowledge (TASSK)
研究概览
简要总结
Autism spectrum disorders (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction, and the presence of restricted, repetitive behavior and interests. Their social relationships with peers may remain a challenge or even worsen for individuals with ASD throughout the school years and beyond. Adolescence may be a particularly difficult developmental period, as they may have greater motivation or desire to engage with peers but also have greater awareness of their social disability. Adolescents with ASD are reported to experience greater loneliness and mood disturbances, and have poorer friendship quality and social network status than their typically developing peers. Moreover, a growing body of literature indicating that students with ASD have increased risk at all kinds of bullying involvement. These findings underscore the importance of providing social skills training. One of the empirically supported intervention program that targets adolescents with ASD is the Program for the Education and Enrichment of Relational Skills (PEERS®). This is a parent-assisted, manualized social skills training program that addresses crucial areas of social functioning for adolescents. Psycho-education and cognitive-behavioral therapy techniques are employed to help adolescents develop ecologically valid skills for making and maintaining friendships. Moreover, caregiver attendance at the same time in the caregiver group was a mandatory component to enhance the child/s generalization of social skills.
Adolescents with ASD and normal IQ will be recruit to attend the 14-week PEERS® group training together with a parent. The participants will be stratified by gender and randomized to a treatment (TX) group or delayed treatment control (DTC) group. A team member uninvolved in the program made the random allocation with random digit generated by computer.
This study investigated the acceptability, feasibility and effectiveness of the Taiwanese adolescent PEERS® program.
详细描述
The PEERS® group will be run by PI and the special education teacher (one is the leader for teen session and the other is the leader for parent session) both with substantial experience conducting social skills programs for children and adolescents, and parent education groups related to ASD, under the on-site supervision of co-PI with comprehensive training through the UCLA PEERS® Clinic by the program developer. Three research assistants (one is a psychiatrist, another is an occupational therapist, and the other is a social worker) will take the part of role-play (following the social scenario script) during PEERS® intervention.
The TX group received 14 weeks of the PEERS® intervention immediately following a baseline assessment, while the DTC group received the same intervention after a 14-week waiting period. Parents and teens attended concurrent sessions held in separate rooms.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Health Services Research
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 12 Years 至 18 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •currently enrolled in school
- •clinical diagnosis of Autism Spectrum Disorder (ASD)
- •experiencing social difficulties
- •scored ≧ 26 on the caregiver-reported Autism Spectrum Quotient (AQ)
- •verbal fluency in Chinese
- •with a full-scale IQ > 70 on WAIS-IV
- •with motivation to participate in the intervention
- •verbal fluency in Chinese
- •with motivation to participate in the intervention
排除标准
- •major mental illness
- •sever visual or hearing impairment
结局指标
主要结局
Test of Adolescents Social Skills Knowledge (TASSK)
时间窗: Change from Post-Intervention at 16 months
The TASSK consists of 26 items derived from the 13 didactic lessons in PEERS® to assess the specific social skills knowledge taught during the intervention. Adolescents were asked to read sentence stems and choose the best answer from two options to complete the sentence in each item. Each correct answer was awarded one point. Higher scores on this task reflected better knowledge of social etiquette, and the maximum possible score was 26. Previous studies on the PEERS® intervention have shown that the TASSK is sensitive to treatment effects. The original English Version was reported a coefficient alpha of 0.56, and the Chinese version (Shum et al., 2019) also obtained a ronbach's alpha of 0.50. The reliability of this measure was thus similar to those reported in previous studies.
Quality of Play Questionnaire (QPQ)
时间窗: Change from Post-Intervention at 16 months
The QPQ was adapted from Frankel and Mintz (2011) and included in the original treatment manual as QPQ-P (parent) and QPQ-A (adolescent). Parents and adolescents were asked to complete the questionnaire independently. There are 12 items in the questionnaire, 2 of which assess the frequency of get-togethers over the previous month, and the remaining 10 items gauge the level of conflict during the last hosted get-together. Items on the Conflict Scale, for instance, include "They/We criticized or teased each other". Higher scores on the Conflict Scale indicated more conflict observed during the last get-together.
Chinese version of the School Bullying Experience Questionnaire (C-SBEQ)
时间窗: Change from Post-Intervention at 16 months
The self-reported C-SBEQ was used to evaluate participants' involvement in school bullying in recent months with 16 items answered on a Likert 4-point scale range with 0 indicating "never", 1 indicating "just a little", 2 indicating "often", and 3 indicating "all the time". This scale was composed of four 4-item subscales evaluating being a victim of passive bullying (items 1 to 4, including social exclusion, being called a mean nickname, and being spoken ill of), being a victim of active bullying (items 5 to 8, including being beaten up, being forced to do work, and having money, school supplies, and snacks taken away), being a perpetrator of passive bullying (items 9 to 12), and being a perpetrator of active bullying (items 13 to 16).
次要结局
- Swanson, Nolan, and Pelham, version IV (SNAP-IV)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Social Adjustment Inventory for Children and Adolescents (SAICA)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Empathy Quotient (EQ)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Friendship Questionnaire (FQ)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Friendship Quality Scale (FQS)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Assessing Emotions Scale (AES)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Youth Self Report (YSR)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Child Behavior Checklist (CBCL)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Parental Bonding Instrument (PBI)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Social Responsiveness Scale (SRS)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Autism Spectrum Quotient (AQ)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Autism Diagnostic Observation Schedule (ADOS)(Baseline and Pre-Intervention and immediate Post-Intervention)
- World Health Organization Quality of Life (WHOQoL-BREF)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Parenting Stress Index - Short Form (PSI-SF)(Baseline and Pre-Intervention, immediate Post-Intervention, and the 4th-, 8th- and 16th-month follow-up)
- Communicative Behavior Observatory Scale (CBOS) Behavior Observatory Scale (CBOS)(During the Intervention)
- Autism Diagnostic Interview-Revised (ADI-R)(Baseline)