Adaptation and Evaluation of the Hong Kong Version of the Westmead Feelings Program: Emotion-based Learning for Chinese Children With Autism Spectrum Disorder in Mainstream Schools
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 85
- 试验地点
- 2
- 主要终点
- The Emotions Development Questionnaire - Parent Version (Hong Kong version)
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 8 Years 至 14 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Diagnosed with Autism Spectrum Disorder
- •Without a diagnosis of Intellectual Delay
- •Have not received any group training in emotional regulation previously
排除标准
- •Without ASD diagnosis
- •Age falls outside the age limits
- •With Intellectual Delays
研究组 & 干预措施
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.
干预措施: The Hong Kong version of Westmead Feeling Program 2 (Behavioral)
Waitlist Group
While the treatment group is receiving training, the waitlist group will be waiting. After 18 weeks of waiting and when the treatment group completes the training. The waitlist group will receive the same training program as that of the treatment group, but no booster session will be provided to the waitlist group.
结局指标
主要结局
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
时间窗: 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.
Emotion Development Questionnaire - Teacher Version (Hong Kong version)
时间窗: 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)
时间窗: 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.
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P))
时间窗: 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
时间窗: 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.
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
时间窗: Before the intervention
The Emotions Development Questionnaire measures the emotional competence in children with autism spectrum disorders (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.
次要结局
未报告次要终点