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

November 4, 2004
May 13, 2013
September 2003
June 2008   (final data collection date for primary outcome measure)
Social network involvement of autistic children [ Time Frame: Measured before and after treatment and at 3-month follow-up ] [ Designated as safety issue: No ]
Social network involvement of autistic children
Complete list of historical versions of study NCT00095420 on ClinicalTrials.gov Archive Site
Not Provided
Not Provided
Not Provided
Not Provided
 
Relationship Training for Children With Autism and Their Peers
Peer Related School Interventions in Autism

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

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.

Interventional
Not Provided
Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Open Label
  • Autism
  • Autistic Disorder
  • 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.
  • 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.
  • 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
  • Behavioral: Usual training
    Participants will receive the usual training offered in their local school districts.
  • Experimental: 1
    Participants with autism will receive social skills training targeting children with autism
    Intervention: Behavioral: Social skills training targeting children with autism
  • Experimental: 2
    Participants without autism will receive social skills training to increase acceptance of peers with autism
    Intervention: Behavioral: Social skills training of peers without autism
  • Experimental: 3
    Participants with and without autism will receive a combination treatment of social skills/education about autism
    Intervention: Behavioral: Combination treatment of social skills/education about autism
  • Active Comparator: 4
    Participants with and without autism will receive usual training provided by their school district
    Intervention: Behavioral: Usual training

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Completed
60
June 2008
June 2008   (final data collection date for primary outcome measure)

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
Both
6 Years to 11 Years
Yes
Contact information is only displayed when the study is recruiting subjects
United States
 
NCT00095420
U54 MH68172, U54MH068172, DDTR BD-DD
Yes
Connie Kasari, Ph.D., University of California, Los Angeles
University of California, Los Angeles
National Institute of Mental Health (NIMH)
Principal Investigator: Marian Sigman University of California, Los Angeles
University of California, Los Angeles
May 2013

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP