Keep Achieving:The Impact of Group Based Activity Programmes on Children Who Have Autism and Their Families
试验速览
- 阶段
- 不适用
- 发起方
- 入组人数
- 80
- 试验地点
- 2
- 主要终点
- Change in Social Skills Improvement System Rating Scales - Child (Social Skills Improvement System; Gresham & Elliott (2007).
研究概览
简要总结
Participation in structured activities and physical activity (PA) have been linked to several indicators of positive development such as self-esteem and psychological health as well as greater academic outcomes and lower school drop-out rates. Despite this, 77% of boys and 80% of girls aged 5-15 in the UK also fall below the national physical activity guidelines of 60 minutes of moderate to vigorous activity per day.
Children with Autism Spectrum Conditions (ASC) may be at particular risk for inactivity as they are more likely to experience barriers to participation in these types of activities and motor skills impairments, common in people with ASC, can further limit participation in PA. Studies that have attempted to increase PA in young people with autism have shown reduction in problem behaviours such as inattention and aggression and increase in positive behaviours such as sleep, improvements in quality of life, academic performance and physical competence, and reductions in stress.
The primary research aim is to investigate whether participation in a 10-week group based activity programme affects social skills and problem behaviours in CYP with ASC. It is hypothesised that children and young people (CYP) participating in the 10-week group based activity programme will show greater improvements in social skills and a greater reduction in problem behaviours than CYP not participating in the 10-week activity programme (control condition).
Participants will be assigned to either the experimental condition (10-week activity programme) or waitlist control group. Participants in the 10-week activity programme will participate in group based activities including; 'pick up and play' sessions, swimming sessions and sport specific sessions coached by local sports teams. The 10-week activity programme consists of 1, 50 minute session per week for 10-weeks.
Questionnaire data will be collected pre and post intervention to see if there are any differences in social skills and problem behaviour scores between the experimental and control group for CYP with ASC.
详细描述
Background:
Participation in structured activities and physical activity (PA) have been linked to several indicators of positive development such as self-esteem and psychological health as well as greater academic outcomes and lower school drop-out rates. Despite this, 77% of boys and 80% of girls aged 5-15 in the UK also fall below the national physical activity guidelines of 60 minutes of moderate to vigorous activity per day.
Children with Autism Spectrum Conditions (ASC) may be at particular risk for inactivity as they are more likely to experience barriers to participation in these types of activities and motor skills impairments, common in people with ASC, can further limit participation and enjoyment in PA and structured activities such as sports clubs and swimming lessons. Studies have shown that even at a young age children with ASC are less active than non-ASC children, and this physical activity gap gets wider as children get older.
Studies that have attempted to increase PA in young people with autism have shown reduction in problem behaviours such as inattention and aggression and increase in positive behaviours such as sleep, improvements in quality of life, academic performance and physical competence, and reductions in stress. However, many of these studies only worked with children 1:1 and therefore little is known about group-based activity intervention in young people with ASCs which could provide people with ASC opportunities to be physically active and as well as opportunities to socialise with others.
Parental modelling has been shown to be a predictor of children's PA behaviours with a positive correlation between adult and child PA levels. Given the influential role parents play on children's PA behaviours, parental involvement could be used as a function to increase PA in children with ASC.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- None
入排标准
- 年龄范围
- 8 Years 至 80 Years（Child, Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •A child or young person with a working or full diagnosis of an Autism spectrum condition (ASC). Parents/carers will be asked to provide proof in the form of a letter that their child has an ASC.
- •The child with an ASC must be between the ages of 8-12 years.
- •All participants must confirm they are physically fit to participate in this research as some activities involve moderate to vigorous physical activity.
- •All children with an ASC who are receiving alternative support are required to declare this prior to participation and specify the type of support received.
排除标准
- •Children/young people without a full or working ASC diagnosis
- •Children with a full or working diagnosis of ASC not between the ages of 8-12 years
- •People who are not deemed physically fit to participate in the activity programme by their own self-assessment.
- •Current or recent participation in another clinical trial/study/scientific experiment
结局指标
主要结局
Change in Social Skills Improvement System Rating Scales - Child (Social Skills Improvement System; Gresham & Elliott (2007).
时间窗: 14 weeks
The Social Skills Improvement System (SSIS) evaluates social skills and problem behaviours. Young people (8-12) indicate if a variety of different statements about problem behaviours or social skills are true of them on a 4-point scale: not true (minimum value), a little true, a lot true, and very true (maximum value). Social skills are evaluated in the following domains: communication, cooperation, assertion, responsibility, empathy, engagement, and self-control. Problem behaviours assessed include: externalizing, bullying, hyperactivity/inattention, internalising, and "autism spectrum". For the social skills domain higher scores indicate better outcomes. For the problem behaviours domain, higher scores indicate poorer outcomes.
Change in Social Skills Improvement System Rating Scales - Parent (Social Skills Improvement System; Gresham & Elliott (2007).
时间窗: 14 weeks
The Social Skills Improvement System (SSIS) evaluates social skills and problem behaviours. Parents/guardians report on the frequency their children exhibit social skills and problem behaviours on a 4-point scale with responses including; 0 'never' , 1 'seldom', 2 'often', and 3 'almost always'. Social skills are evaluated in the following domains: communication, cooperation, assertion, responsibility, empathy, engagement, and self-control. Problem behaviours assessed include: externalizing, bullying, hyperactivity/inattention, internalising, and "autism spectrum". For the social skills domain higher scores indicate better outcomes. For the problem behaviours domain, higher scores indicate poorer outcomes.
次要结局
- Social Connectedness Scale Revised (SCS-R; Lee, Draper & Lee 2001)(14 weeks)
- Goal Based Outcomes (GBOs)(14 weeks)
- Self Image Profile (SIP; Butler)(14 weeks)
- The Short Warwick-Edinburgh Mental Wellbeing Scales (SWEMWBS; Stewart-Brown et al., 2009)(14 weeks)