Relationship Training for Children With Autism and Their Peers

This study has been completed.
Sponsor:
Collaborator:
Information provided by (Responsible Party):
Connie Kasari, Ph.D., University of California, Los Angeles
ClinicalTrials.gov Identifier:
NCT00095420
First received: November 4, 2004
Last updated: May 13, 2013
Last verified: May 2013
  Purpose

This study will determine whether peer interaction training interventions are effective in enhancing the social relationships of children with autism.


Condition Intervention
Autism
Autistic Disorder
Behavioral: Social skills training targeting children with autism
Behavioral: Social skills training of peers without autism
Behavioral: Combination treatment of social skills/education about autism
Behavioral: Usual training

Study Type: Interventional
Study Design: Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
Official Title: Peer Related School Interventions in Autism

Resource links provided by NLM:


Further study details as provided by University of California, Los Angeles:

Primary Outcome Measures:
  • Social network involvement of autistic children [ Time Frame: Measured before and after treatment and at 3-month follow-up ] [ Designated as safety issue: No ]

Enrollment: 60
Study Start Date: September 2003
Study Completion Date: June 2008
Primary Completion Date: June 2008 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: 1
Participants with autism will receive social skills training targeting children with autism
Behavioral: Social skills training targeting children with autism
Sessions will focus on improving the social skills of autistic children. Thirty-minute sessions will be held twice a week for 6 weeks.
Experimental: 2
Participants without autism will receive social skills training to increase acceptance of peers with autism
Behavioral: Social skills training of peers without autism
Sessions will involve educating the peers of autistic children to increase their acceptance of their autistic peers. Thirty-minute sessions will be held twice a week for 6 weeks.
Experimental: 3
Participants with and without autism will receive a combination treatment of social skills/education about autism
Behavioral: Combination treatment of social skills/education about autism
The combination treatment includes children with and without autism. Sessions will involve social skills training and education about autism to increase acceptance of autistic peers. Training will be conducted twice a week for 6 weeks
Active Comparator: 4
Participants with and without autism will receive usual training provided by their school district
Behavioral: Usual training
Participants will receive the usual training offered in their local school districts.

Detailed Description:

Children with autism often have poor relationships with other children during their childhood and through their adult lives. A number of peer-related intervention models have been developed, but these models have not been thoroughly reviewed or implemented within the school setting. This study will examine the social inclusion of children with autism, following different peer-related interventions training children with autism and their peers.

Children will be randomly assigned to one of four interventions that comprise all autistic children, all nonautistic children, or a mixed group of both. The first intervention focuses on improving the social skills of autistic children. The second intervention involves educating the peers of autistic children to increase their acceptance of their autistic peers. The third intervention is a combination of the first two interventions. Children assigned to the fourth intervention will receive the usual training offered in their local school districts. Training for each group will be conducted twice a week for 6 weeks.

Characteristics of the autistic child will be assessed through an interview that evaluates intelligence quotient (IQ), language skills, and social interaction. Teachers will be asked to complete a questionnaire describing the autistic child and his or her interaction with peers. The autistic children will complete a friendship survey, clinical global impressions scales, and a battery of neuropsychiatric tests. All assessments will be conducted at study start and again at study completion.

  Eligibility

Ages Eligible for Study:   6 Years to 11 Years
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria for Autistic and Nonautistic Participants:

  • Autistic OR nonautistic peer of autistic child
  • Full inclusion in a classroom with nonautistic children
  • Currently in kindergarten or grades 1 through 5
  • Intelligence quotient higher than 70
  • Expectation to stay in the same school and classroom for the duration of the study
  • Able to provide parent consent and child assent

Exclusion Criteria:

  • Mental age-equivalent less than 4 years
  • Conditions other than autism, or sensory or motor impairments
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT00095420

Locations
United States, California
University of California, Los Angeles
Los Angeles, California, United States, 90095
Sponsors and Collaborators
University of California, Los Angeles
Investigators
Principal Investigator: Marian Sigman University of California, Los Angeles
  More Information

Additional Information:
No publications provided by University of California, Los Angeles

Additional publications automatically indexed to this study by ClinicalTrials.gov Identifier (NCT Number):
Responsible Party: Connie Kasari, Ph.D., Professor, University of California, Los Angeles
ClinicalTrials.gov Identifier: NCT00095420     History of Changes
Other Study ID Numbers: U54 MH68172, U54MH068172, DDTR BD-DD
Study First Received: November 4, 2004
Last Updated: May 13, 2013
Health Authority: United States: Federal Government

Keywords provided by University of California, Los Angeles:
Interpersonal Relationships
Child

Additional relevant MeSH terms:
Autistic Disorder
Child Development Disorders, Pervasive
Mental Disorders Diagnosed in Childhood
Mental Disorders

ClinicalTrials.gov processed this record on September 30, 2014