Schema, Emotion and Behavior-Based Therapy for School Children (SEBASTIEN JR)

This study is currently recruiting participants. (see Contacts and Locations)
Verified December 2013 by University of California, Los Angeles
Sponsor:
Information provided by (Responsible Party):
Jeffrey J. Wood, University of California, Los Angeles
ClinicalTrials.gov Identifier:
NCT02010086
First received: December 9, 2013
Last updated: NA
Last verified: December 2013
History: No changes posted

December 9, 2013
December 9, 2013
December 2011
November 2014   (final data collection date for primary outcome measure)
Playground Observation of Peer Engagement scale [ Time Frame: Post-Treatment (week 32) ] [ Designated as safety issue: No ]
An independent evaluator-rated school playground observational measure of joint engagement, which is a valid measure of core autism symptoms with established treatment sensitivity
Same as current
No Changes Posted
Not Provided
Not Provided
Not Provided
Not Provided
 
Schema, Emotion and Behavior-Based Therapy for School Children
Cognitive Behavioral Therapy for Core Autism Symptoms in School-Age Children

The study is a randomized controlled trial to examine the efficacy of individual cognitive behavioral therapy (CBT) relative to a standard community treatment, in youngsters with autism spectrum disorder (ASD). The individual CBT program has been tailored over the last five years to the clinical needs of high-functioning youth with ASD.

Autism spectrum disorder (ASD) is among the most common childhood developmental disorders. A key goal in the field is the discovery of methods that reduce core autism symptoms. Core autism symptoms include social-cognitive impairments, pragmatic language deficits, and repetitive and rigid behaviors. The core symptoms tend to be stable and resistant to intervention. Most treatments involve group-based social skills training (SST), with limited effects. No treatment for core autism symptoms in school-aged children with ASD meets American Psychological Association guidelines for possible efficacy. Cognitive behavioral therapy (CBT) offers a novel approach for addressing core autism symptoms in higher functioning school-age youngsters. Initial results suggest that individual CBT may also be promising for reducing core autism symptoms (Wood et al., 2009b; Drahota, Wood et al., 2011). The treatment is based on a contemporary model of memory retrieval competition, employing strategies for enhancing the retention of adaptive conceptual and behavioral responses and the suppression of idiosyncratic beliefs and behaviors in daily social contexts, emphasizing the use of deep semantic processing to enhance memory retrieval. We are proposing a randomized controlled trial to examine the efficacy of individual CBT relative to a standard community treatment for youngsters with ASD.

Interventional
Not Provided
Allocation: Randomized
Endpoint Classification: Efficacy Study
Intervention Model: Parallel Assignment
Masking: Single Blind (Outcomes Assessor)
Primary Purpose: Treatment
Autism Spectrum Disorder
  • Behavioral: Individual Cognitive Behavioral Therapy
    Therapists will work with families for 32 weekly sessions, each lasting 90 minutes, implementing the CBT manual for children with ASD (Wood et al., 2007).
  • Behavioral: Standard Community Treatment
    In this condition, the child meets with a therapist for 32 weekly sessions, each 90 minutes. Therapists use an established manual to provide a standard community therapy treatment.
  • Experimental: Individual Cognitive Behavioral Therapy
    Intervention: Behavioral: Individual Cognitive Behavioral Therapy
  • Active Comparator: Standard Community Treatment
    Intervention: Behavioral: Standard Community Treatment
Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruiting
44
November 2014
November 2014   (final data collection date for primary outcome measure)

Inclusion Criteria:

  • Meets research criteria for a diagnosis of autism, based on child scores on the ADI-R and ADOS tests.
  • If taking medication, have maintained a stable dose for 1 month prior to baseline assessment.
  • Between the ages of 6-9 years.
  • The child's teacher consents to participate in the study to play a modest role in helping implement the intervention and facilitate the school observation assessment.

Exclusion Criteria:

  • IQ less than 85.
  • The child starts taking new medication(s) or current medication dose changes either (a) less than 1 month prior to the diagnostic evaluation, or (b) during the study period.
  • The child is participating in an intensive early intervention program for autism such as applied behavior analysis or floortime.
  • For any reason the child or parents appear unable to participate in the treatment program.
Both
6 Years to 9 Years
No
Contact: Jeffrey J Wood, Ph.D. (310) 882-0537 jwood@gseis.ucla.edu
Contact: Kaycie Zielinski, MA (310) 882-0537 kzielinski@ucla.edu
United States
 
NCT02010086
12000556, Autism Speaks 7552
No
Jeffrey J. Wood, University of California, Los Angeles
University of California, Los Angeles
Not Provided
Not Provided
University of California, Los Angeles
December 2013

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